Continuous and Comprehensive Evaluation · 2014-04-30 · 1 CONTINUOUS AND COMPREHENSIVE EVALUATION...

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1 Continuous and Comprehensive Evaluation SCIENCE Teachers Manual Upper Primary (VI – VIII) Prepared by State Council of Educational Research and Training, Chennai - 600006

Transcript of Continuous and Comprehensive Evaluation · 2014-04-30 · 1 CONTINUOUS AND COMPREHENSIVE EVALUATION...

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Continuous and Comprehensive Evaluation

SCIENCE

Teachers Manual

Upper Primary (VI – VIII)

Prepared by

State Council of Educational Research and Training,

Chennai - 600006

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Teachers Manual Chair Person

Thiru.K.Devarajan, Director,

State Council of Educational Research and Training,

Chennai – 600006

Reviewers Dr.M.Palanisamy, Joint Director (Schemes), State Council of Educational Research and Training, Chennai – 600006

Dr.S.Kannappan, Joint Director (Admin), State Council of Educational Research and Training, Chennai – 600006

Coordinator Thiru.S. Manivel,

Assistant Professor, State Council of Educational

Research and Training, Chennai – 600006

Authors Dr.R.Ayyappan Senior Lecturer, DIET, Kaliyampoondi.

Mrs. S.Shameem, Senior Lecturer, DIET, Chennai.

Dr.Vincent De Paul, Senior Lecturer, DIET, Pudukottai.

Thiru.R.Loganathan, Senior Lecturer, DIET, Thiruvallur District.

Thiru.R.Vijayakumar Senior Lecturer, DIET, Ranipet, Vellore District.

Thiru. P.MANI, Lecturer, DIET, Ranipet Vellore District.

Thiru. P.Devarajan, BRC, Rayapuram, Chennai.

Thiru.V.Kalyanaraman B.T. Asst. PUMS -Viyamrthandapuram, Thiruvaruru District.

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Thiru. K. Devarajan Director,

State Council of Educational Research and Training,

Chennai- 600006 Foreword

If literacy increases stupidity

Shall diminish……

State Government has decided to implement continuous and Comprehensive

Evaluation in Std I to V from the academic year 2012 - 2013. The State has

taken its first step towards quality education by integrating CCE with the Trimester

Pattern reducing the burden of learning.

Tamil Nadu is the only state to have introduced CCE along with Trimester Pattern

across the country. Savoring the pride, SCERT has designed brought out guidelines for

the implementation of CCE, Guidelines for implementation of Trimester Pattern and

subject wise activity book for Primary and Upper Primary teachers.

There teacher manuals indicate student assessment activities. They not only

illustrate the activities but also provide necessary information to the teacher as to how he

/ she can measure the quality of learning achieved by every child in the school. CCE,

when implemented as per the suggestion of this manual, shall help teachers identify the

individual talents of the students and also their multiple skills. This shall help the

teacher to do the assessment all through the year comprehensively.

Under this innovative evaluation system, student’s scholastic activities, co-

scholastic activities, physical education, Yoga, behaviour, wellness and life-skills are also

assessed. As assessment is done covering all the above it is easy for the teacher to assess

the personality development of the students. Besides, there is enormous scope for

evaluating differently abled children according to their learning pace and by consciously

allowing some flexibility.

With warm wishes

Director

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Upper Primary Class

Science - Content

Sl. No. Title Page No.

1. Introduction 1

2. Guidelines for using the manual 1

3. List of Activities for Formative Assessment - FA(a) 4

4. Formative Assessment - FA(b) 6

5. Remedial Teaching 7

6. Summative Assessment – SA 7

7. Time Schedule 7

8. Steps and Methods of Assessment 8

9. List of Formative FA(a) & FA(b)

activities given in the Text Book and Additional activities

9

10. Assessment activities 34

11. Formative Assessment (b) model questions 101

12. Summative Assessment - Question Pattern

Blue print 127

13. Summative Assessment - model Question Papers 136

14. Annexure - List of Activities for Assessment 150

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CONTINUOUS AND COMPREHENSIVE EVALUATION

INTRODUCTION

Education is the knowledge which is the total integration of Physical, mental

and social development. The teacher and school play an important role in

providing "Life oriented education". The classroom activities should be designed in

such a way to promote learning and bring out the innate talents. Assessment is

essential to sustain students learning and to provide suggestions and guidance.

Learning takes place not only in school environment but also from their

environment, friends, parents and society. Hence, it is essential to adopt various

evaluation techniques for assessment.

Guidelines to use the teachers Manual

1. Activities suggested in the teachers manual are only for reference.

Teacher can modify them according to the classroom needs.

2. This manual has been prepared for all the lessons prescribed in Tamil

Nadu Government Text Book. Teacher can design and implement

similar or any other activities suitable to the local needs.

3. Teacher can also design / develop new activities according to their

class, based on the / suggestions given in the manual without

deviating the objectives of the formative assessment. To carryout the

assessment, the manual has different types of learning assessment

strategies and activities. Teacher may follow specific activities based

on the nature of content, expected learning outcomes, time duration,

number of students, available resources, etc.

4. Care to be taken during formative assessment so that students may

not feel it as a burden.

5. The main objective of formative assessment is to identify the areas of

difficulties in learning and take remedial steps to enhance learning

attainment. It enables the teachers and students to realize their stand

in the teaching learning process.

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FORMATIVE ASSESSMENT

1. It takes place during the course of learning.

2. It helps the teachers and students to know their level in the teaching

learning process and to enhance their learning attainment.

3. It helps to identify the difficulties in their learning and implement

remedial measures.

4. It provides scope to assess the learning activities and classroom

teaching continuously.

5. It helps the teacher to identify the level of their students in learning

and to design further learning activities to motivate learning.

FORMATIVE ASSESSMENT (a) AND (b) Formative assessment is implemented in two ways.

1. Formative Assessment (a) is the assessment on students involvement

and interest in performing learning activities. It does not test the

students’ knowledge. It can be conducted through each unit of

learning. This assessment is based on the teachers observations and

interaction. It focuses on students critical thinking and creativity. It

includes both individual and group assessment techniques.

2. Formative assessment (b) is an assessment taken either teaching a

part of the lesson (or) at the end of the lesson. It aides to know the

learning attainment of the students.

Salient features of Formative assessment(a): - FA(a)

1. Skill / performance based areas alone to be tested (A involvement,

interest ,performance, attitudes, values).

2. It motivates self learning.

3. As activities demand students’ direct participation, there is no room

for rote memorization.

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4. It promotes scientific attitude.

5. Through group activities peer learning takes place. It enhance

learning attainment.

6. It paves way to diagnostic and remedial teaching.

7. It gives scope for raising question sand providing answer in the

classroom, and stimulates thinking skills.

8. Since it involves simple and cost effective activities, it is easy to

implement.

9. Teachers have freedom to design new activities based on students

learning pace, classroom environment and content.

10. Through group activities the life skills prescribed by WHO such as

decision making, critical thinking, problem solving, developing

cooperative attitude, effective communication and developing

interpersonal relationship are developed.

11. In each term, 4 activities are to be evaluated and marks are recorded

for each students.

The marks for best 2 activities have to be taken for final assessment.

For 2 activities a student can have maximum of 20 marks.

FORMATIVE ASSESSMENT (A)

Teacher may use the following activities for doing FA(a).

1. Experiments

2. Data collection and analysis

3. Mind Map

4. Puzzles

5. Work sheet

6. Observation

7. Interpretation

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8. Play way method

9. Investigation

10. Assignment

11. Learning by doing

12. Projects

13. Port folio

14. Models

15. Role Play

16. Field trip

17. Library Reading with supplementary books

18. Discussion

19. Web searching

20. Debate

21. Drawing

22. Puppetry

23. Scrap book and album

24. A Talk about science concepts

25. Science club activities

26. Concepts.

TYPES OF FORMATIVE ASSESSMENT ACTIVITIES

INDIVIDUAL ACTIVITY

1. It ensures the learning attainment of each and every students.

2. It helps the teacher to pay individual attention to sustain learning of each

and every student.

3. It ensures quality learning and meaningful learning through feedback

obtained from each and every student.

4. It ensures the retention of learning for a long time.

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SMALL GROUP ACTIVITIES

1. Each group should comprise at least 5 students. (multilevel/multigrade)

2. Teaching learning materials to be provided for each group.

3. Teachers should give instructions to execute the activity effectively.

4. He has to ensure the active participation of each and every student in

executing the activity.

5. He has to shuffle the students in a group based on the content, activity or

the experiment.

WHOLE CLASS ACTIVITY

1. When it is not possible to conduct an activity given in the text book through

individual or small group, the whole class activity has to be conducted.

2. Teacher has to plan the activity in advance and keep required materials

ready.

FORMATIVE ASSESSMENT (b) - FA(b)

Formative assessment (b) is used to the cognitive aspects of the children. A

slip test for a duration of 5 to 10 minutes can be given for FA(b). This test

contains only objective type question. It should be simple and easy to

understand. FA(b) can be conducted either at the end of teaching an unit or

a portion of an unit. It can also be conducted as an announced or un

announced test.

Salient Features of formative assessment (b) - FA(b)

This assessment reduces the stress of children and also minimize the gap

between them because it accommodates gifted children, average and also

needs improvement students.

Achievement in learning is ensured for every student.

It is a tool to measure the status of one's own learning.

It is a guidance for the teacher to do diagnostic and remedial measures.

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It inculcates in them the practical attributes of everyday life such as content

knowledge, understanding skill and application skill.

There is a provision for them to develop thinking and reasoning skills

because there is no inclusion of questions to test their rote learning.

In each term, every student must undertake atleast 4 test. Among them, the

best two tests should be taken for assessment.

2 Tests x 10 Marks = 20 Marks

Types of questions for Formative assessment (b):

1. Multiple choice.

2. Fill in blanks.

3. Matching

4. Sequencing

5. Very short answer questions

6. Short answer questions

7. Drawing questions

8. Higher order thinking questions

Remedial Teaching

Teacher can design simple or some alternative activities and administer

them for the children who do not reach the learning attainment in FA (a) and FA

(b).

Teacher must identify the areas difficult in learning. Then, he should take

the suitable remedial measures which enable them to reach the learning

attainment.

SUMMATIVE ASSESSMENT

Summative Assessment is based on the learning objectives like knowledge,

understanding, application and skills. It is conducted for each classes in all

subjects per term. It is text book based and also blue print based. It includes not

only the questions given in the text book but also some questions of higher order

thinking related to the topic concerned. This assessment is conducted at the end

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of each term for 60 marks. The blue prints and model question papers for each

class are given in this manual.

Time Schedule for Term I

Month Working days Periods

June 21 4 x 6 = 24

July 21 4 x 6 = 24

August 22 4 x 6 = 24

September 05 1 x 6 = 6

40 minutes period - 13

45 minutes period - 65

Total - 78 period

1. For the first term, teacher (Science) can use 58 hours for teaching and

assessment activities.

2. Four hours can be allotted for FA(a) and one hour can be allotted for FA(b).

Steps and method of Assessment

While implementing CCE, adopt the directions given in the general

guidelines manual.

The following steps should be followed when we design assessment activities.

1. Class

2. Unit - Topic

3. Activity - Group / Individual

4. Method of Assessment

5. Aim

6. Time duration

7. Procedure

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8. Assessment certificate

9. Students worksheet

10. Remedial activity

11. Life skills.

The above stated aspects of Formative Assessment are incorporated in the

teaching learning process. Teacher observes each student's performance closely.

He identifies the learning difficulties of children. He administers remedial activity

to enhance their learning.

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Formative Assessment Activities given in Textbook

Class: 6 Subject:

Biology

Unit Topic Details of Activities Individual/

Group

Inside/Outside

classroom

FA (a) FA (b)

Unit-1 The world of plants

Activity 1.1 Page No 80 Individual Inside FA (a)

Activity 1.2 Page No 83 Individual Outside FA (b)

Activity 1.3 Page No 85 Individual Outside FA (a)

Activity 1.4. Page No 86 Individual Outside FA (a)

Unit 2 Food habits

Activity 2.1. Page No 93 Individual Outside FA (a)

Activity 2.2. Page No 94 Individual Inside FA (a)

Activity 2.3. Page No 94 Individual Outside FA (b)

Activity 2.4. Page No 94 Group Inside FA (a)

Activity 2.5. Page No 93 Individual Inside FA (b)

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Unit 3 Changes around us Activity 3.1. Page No 106 Group Inside FA (a)

Unit 3 Changes around us

Activity 3.2. Page No 107 Individual Inside FA (b)

Activity 3.3. Page No 107 Individual Inside FA (a)

Activity 3.4. Page No 108 Individual Inside FA (a)

Activity 3.5. Page No 109 Individual Inside FA (a)

Activity 3.6. Page No 110 Individual Outside FA (b)

Activity 3.7. Page No 111 Individual Inside FA (a)

Activity 3.8. Page No 113 Individual Inside FA (a)

Activity 3.9. Page No 113 Individual Outside FA (a)

Activity 3.10. Page No 113 Group Inside FA (a)

Activity 3.11. Page No 113 Group Outside FA (a)

Unit 4 Measurement and

Motion

Activity 4.1. Page No 117 Individual Inside FA (b)

Activity 4.2. Page No 117 Group Inside FA (a)

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Activity 4.3. Page No 118 Individual Inside FA (a)

Activity 4.3. Page No 118 Individual Inside FA (a)

Activity 4.4. Page No 119 Individual Inside FA (a)

Activity 4.5. Page No 120 Group Outside FA (a)

Activity 4.6. Page No 121 Individual Outside FA (a)

Activity 4.7. Page No 121 Individual Outside FA (a)

Activity 4.8. Page No 122 Group Outside FA (a)

Activity 4.9. Page No 126 Individual Outside FA (a)

Activity 4.10. Page No 126 Individual Outside FA (a)

Activity 4.11. Page No 128 Group Inside and Outside FA (a)

Unit 5 Magnetism Activity 5.1. Page No 140 Group Inside and Outside FA (a)

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Class - 6 Lesson: Biology Additional Activities

Unit Lesson Activity

Inside/

Outside

Activity

Individual/

Group

Activity

FA(a)

FA(b)

Unit 1 The world of plants Make the students to bring the materials that they use from

morning to evening. Ask them to classify those materials

related to science.(example) Toothpaste,Brush,Eversilver

plate, water bottle,soap.Ask them to discuss about each

material and their use

Inside Individual

FA(a)

Divide the students into groups of four. Each group should

pick any ne from the objects placed on table. Example; candle,

magnet, Iron piece,whistle,torch,match box, salt, camphor,

incense,plant,carrot,beetroot,insects,milk,egg.Discuss about

the object in the following method.

1. Magnet-Why does it attract iron?

2. From which living being is milk and egg got?

Inside Individual

FA(a)

Students are asked to collect different types of cloth from

nearby Tailor shop. Example cotton, silk, wool, nylon. In a

similar way they can collect gunny bag, coir, mat (small bit).

Discuss about the objects based on following topics.

Inside Individual

FA(a)

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Where do you get cotton cloth from?

How is gunny bag prepared?

What is the use of coir?

Which is the plant used for manufacturing mat?

Divide students into roups.Every group should visit a nearby

garden (or) herbal garden with a teacher. They should collect

the part of the plant like root, stem, leaf, flower, unripened

fruit, fruit which is used as medicine. (They can consult the

gardener to get names of the plant and their medicinal use).

Note: No Plant should be uprooted. Discuss about each plant,

part used as medicine and about their curable diseases.

Herbarium should be prepared using the dry part of the plant

Outside Group

FA(a)

Divide the students into groups. A small area in the school

should be allotted to each group (The place should be safe).

Each group should form and maintain a kitchen garden with

garden plants like brinjal,lady’s finger, beans and greens

.Observe the garden and discuss about the unripened fruit,

fruit, greens and their uses

Outside Group

FA(a)

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Class 7

Unit Topic Details of Activities Individual/

Group

Inside/Outsid

e classroom

FA (a) FA (b)

Unit-1

Animals in Daily

Life

Food habits

Activity 1.1 Page No 107 Individual Outside FA (a)

Activity 1.2 Page No 108 Individual Inside FA (b)

Activity 1.3 Page No 109 Individual Outside FA (a)

Activity 1.4. Page No 110 Individual Outside FA (a)

Activity 1.5. Page No 111 Individual Inside FA (b)

Activity 1.6. Page No 112 Individual Inside FA (a)

Activity 1.7. Page No 113 Individual Inside FA (b)

Activity 1.9 Page No 114 Group Inside FA (a)

Unit 2 Nutrition in Plants

and animals

Activity 2.1. Page No 120 Individual Inside FA (b)

Activity 2.2 Page No 121 Individual Outside FA (a)

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Activity 2.3. Page No 126 Individual Inside FA (a)

Activity 2.4. Page No 127 Individual Outside FA (a)

Activity 2.5. Page No 128 Individual Inside FA (a)

Unit 3 Plant Morphology

Activity 3.1. Page No 136 Individual Inside FA (a)

Activity 3.2. Page No 138 Individual Outside FA (a)

Activity 3.3. Page No 139 Individual Inside FA (a)

Activity 3.4 Page No 142 Individual Outside FA (a)

Unit 4 Basis of

Classification

Activity 4.1. Page No 151 Individual Inside FA (a)

Activity 4.2. Page No 153 Individual Outside FA (a)

Activity 4.3. Page No 153 Individual Inside FA (b)

Activity 4.4. Page No 155 Individual Inside FA (a)

Unit 5 Matter in our Activity 5.1. Page No 162 Individual Inside FA (a)

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surroundings Activity 5.2. Page No 162 Individual Inside FA (a)

Activity 5.3. Page No 163 Individual Inside FA (a)

Activity 5.4. Page No 164 Individual Inside FA (a)

Activity 5.5. Page No 164 Individual Outside FA (a)

Activity 5.6. Page No 167 Individual Inside FA (a)

Activity 5.7. Page No 168 Individual Outside FA (a)

Activity 5.8. Page No 170 Individual Inside FA (b)

Activity 5.9. Page No 170 Individual Inside FA (b)

Unit 6

Measurement

Activity 6.1. Page No 175 Individual Inside FA (b)

Activity 6.2. Page No 175 Individual Inside FA (b)

Activity 6.3. Page No 175 Individual Inside FA (b)

Activity 6.4. Page No 176 Individual Inside FA (b)

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Activity 6.5. Page No 177 Individual Inside FA (b)

Activity 6.6. Page No 177 Individual Outside FA (a)

Activity 6.7. Page No 179 Individual Inside FA (b)

Activity 6.8. Page No 179 Individual Inside FA (b)

Activity 6.9 Page No 181 Individual Inside FA (b)

Activity 6.10. Page No 182 Individual Inside FA (b)

Activity 6.11. Page No 183 Individual Inside FA (b)

Activity 6.12. Page No 185 Individual Inside FA (b)

Unit7 Motion Activity 7.1. Page No 190 Individual Outside FA (a)

Activity 7.2. Page No 191 Group Inside FA (b)

Activity 7.3. Page No 191 Group Inside FA (b)

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Class 7 Biology Additional Activities

Unit Topic Details of Activities

Individua

l/

Group

Inside/Outs

ide

classroom

FA (a) FA (b)

Unit I Subtopic:

Sericulture

Scrap Book

Collect pictures of silk worm at different stages. Stick each developmental

stage on a separate paper. Mix the paper cuttings and give it to the

students.The students who first arrange the paper cuttings in the correct

order wins. Ask the students to speak about the different stages in their own

way. Stick the pictures of different stages in the scrap book and write notes

for each stage.

Individual Inside FA(a)

Unit 2 Nutrition of plants

and animals

Preparation album

Collect pictures of plants and animals. Paste the pictures based on type of

nutrition on separate sheets.

Ex: 1.Flesh eating animals (heterotrophs)

example:Tiger,Lion

2.Plants(Autographs)

example:Rice,Grass

Ask the students to observe the pictures and discuss

Individual Inside FA(a)

Picture card in box-Game

Paste 15 pictures of plants of plants and flash cards. Write ‘Autotrophs’ and

‘Heterographs’ on separate boxes. Ask each student to take a card .Observe

the picture and put it, in theappropriate box. Appreciate the student who has

Individual Inside FA(a)

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placed the picture card correctly.

Unit 2 Subtopic

Photosynthesis

Fill the blanks in the equation

sunlight, chlorophyll

water+carbondioxide _______ + ___________

Experiment:

To know about preparation of starch by photosynthesis through experiment.

1. Take some leaves from a plant which is kept in sunlight. Put the leaves in

container .Add water to it and heat it by spirit lamp. Take the leaves out and

pour iodine on it.

2.Make the students observe the color change

3. Leaves will change into dark blue color- Discuss the reason in the class.

Individual Inside FA(b)

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Unit 2

Subtopic

Saprophytes

Parasites

Saprophytes? Parasites? Put a √ mark

S.No Name Saprophyte Parasites

1 Louse

2 Lice on dogs

3 Mosquito

4 Cuscutta

5 Mushroom

Individual

Inside FA (b)

Unit 2 Human digestive

system

Ask the students to draw human digestive system and mark its parts.

Observe and discuss about it. Paste the picture in the classroom

Individual

Inside FA (a)

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To know the use of human digestive system- ( Work Sheet) (Fill it using the

work sheet)

Parts of

digestive

system

Activities

Teeth It helps us to cut food into pieces,-------- and

---------

Saliva -------enzyme helps in digestion

Tongue It helps to mix food with saliva and make

it-------

It helps in -------and pushing the food

Oesophagus It connects mouth and ------

Stomach Name of the enzyme------.What is its use?

Small Intestine Carbohydrates are ---- into glucose,---into -

-----acids and fat into -------

Large Intestine It helps in absorbing------

Anus Egestion is---------

Individual

Inside FA (b)

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Unit 3 Sub topic

Parts of plants

1. Collect flowers from your neighbourhood.Disect the flowers into caly,

corolla, anther, and ovary and stick it on a chart and submit .Discuss

about it.

Individual

Inside FA (a)

2. Go to a vegetable shop and collect carrot, sugarcane, ginger, potato, sweet

potato. Draw its picture and classify it. Put a tick mark at the appropriate

place.

Plant Root

modification

Stem

modification

Carrot

Radish

Beetroot

Sweet Potato

Potato

Ginger

Sugarcane

Individual

Inside FA (b)

Subtopic

Plant morphology

Go to a vegetable shop and list out the vegetables. Classify them on the

basis of root,leaf,fruit and seeds

Individual Outside FA(a)

Various habitat of

plants

List out the plants in your neighbourhood.Classify them on the basis of

hydrophytes,mesophytes and xerophytes

Individual Outside FA(a)

Plant kingdom Bring a hydrophytes or a stem of a lily from a flower shops and a part of

opuntia.With the help of a teacher, dissect and list out the adaptation

Individual Inside FA(a)

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Parts of plants Take four tumblers. Plant the seeds of wheat, rice, peas and groundnut in

the tumblers and pour water drop by drop, each day. After few days,

observe the root.Differentiate tap root and fibrous root...

Individual Inside FA(a)

Class : 7 Physics Additional Activities

Unit Topic Details of Activities Individual/

Group

Inside/

Outside

classro

om

FA (a) FA (b)

Unit 7

Measurement

Write down the shapes of different objects and the formula for

finding its area Individual Outside FA (a)

Make the students write formula for regular objects. Paste it in

classroom and make the students to recall it daily Individual Inside FA (a)

Evaluation

1.Area= --------X------------

unit of area=---------------

2.------- =BaseXheight slip test

unit of volume is =

3.Density = MassX---------

Individual Inside FA (b)

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4. What are derived quantities?

5. What is time period?

6.Define length of the pendulum and amplitude

I. Fill up the blanks in the table

S.No Unit of

length

Unit of

area

1

2

3

cm

------

Ft

----

mm2

II.Match the following Slip test

1.mm -∏ r2

2.1m -2.47 Acres

3.1 hectare -cubic mm

4.cm -3.28ft

5.Area of a circle- cm3

Individual Outside FA (a)

Unit VII

Motion

I Fill up

?

1.Speed =distance covered/ -------- Individual Inside FA (b)

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2.Distance covered =---------------X------------

3.Average speed = --------/Total time taken

4.Velocity = Displacement /------

5.Unit of velocity is -------

6.Acceleration = --------/total time taken

7.Unit of acceleration is ------

8.The value of acceleration due to gravity is ------m/s2

II Match

1.Speed -m/s2

2.Acceleration- m/s

3. Acceleration -3600 secs

due to gravity

4.1 hour - 5/18 m/s

5.1 km/hour -9.8 m/s2

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Class 8 Biology -Text book Activities

Unit Topic Details of Activities Individual/

Group

Inside/Outside

classroom

FA (a) FA (b)

Unit 1 Crop

Production and

management

Activity 1.1 Page 135 Individual Outside FA(a)

Activity 1.2 Page 138 Individual Outside FA(a)

Activity 1.3 Page 140 Individual Inside FA(a)

Unit 3

Pictorial

Picture of Plant

Kingdom

Activity 3.1 Page No 162 Group Inside FA(a)

Activity 3.2 Page No 163 Individual Outside FA(a)

Activity 3.3 Page No 165 Individual Inside FA(a)

Activity 3.4 Page No 166 Individual Outside FA(a)

Chemistry

V Matter surrounding us

Motion of molecules can be understood by the following

activity. Ask your friend to burn joss stick at one end of your

classroom. Stand at a distance away from your friend. Can you

smell the scent?

Group Inside FA (a)

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Activity 3.5 Page No 169 Individual Outside FA(a)

Activity 3.6 Page No 170 Individual Inside FA(a)

Unit 4 Micro

Organisms

Activity 4.1 Page No 176 Individual Outside FA(a)

Activity 4.2 Page No 178 Individual Inside FA(a)

Activity 4.3 Page No 184 Individual Outside FA(a)

Activity 4.4 Page No 187 Group Inside FA(a)

Unit 5

Elements and

compounds

around us

Activity 5.1 Page No 192 Individual Inside FA(a)

Activity 5.2 Page No 192 Individual Inside FA(b)

Activity 5.3 Page No 193 Individual Inside FA(b)

Activity 5.4 Page No 193 Individual Inside FA(b)

Activity 5.5 Page No 194 Individual Inside FA(b)

Activity 5.6 Page No 197 Individual Inside FA(b)

Activity 5.7 Page No 200 Group Inside FA(b)

Activity 5.8 Page No 201 Individual Inside FA(b)

Activity 5.9 Page No 202 Individual Inside FA(b)

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Activity 5.10 Page No 202 Individual Inside FA(b)

Activity 5.11 Page No 203 Individual Inside FA(b)

Activity 5.12 Page No 204 Individual Inside FA(b)

Activity 5.13 Page No 204 Individual Inside FA(b)

Activity 5.14 Page No 204 Individual Inside FA(b)

Unit 6 Measurement Activity 6.1 Page No 216 Individual Outside FA(a)

Unit 7 Force and

Pressure

Activity 7.1 Page No 220 Group Outside FA(b)

Activity 7.2 Page No 221 Individual Inside FA(b)

Activity 7.3 Page No 222 Individual Inside FA(b)

Activity 7.4 Page No 223 Individual Outside FA(b)

Activity 7.5 Page No 224 Individual Outside FA(b)

Activity 7.6 Page No 224 Individual Outside FA(b)

Activity 7.7 Page No 226 Individual Inside FA(b)

Activity 7.8 Page No 227 Individual Inside FA(b)

Activity 7.9 Page No 227 Individual Inside FA(b)

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Activity 7.10 Page No 227 Individual Inside FA(b)

Activity 7.11 Page No 228 Individual Inside FA(b)

Activity 7.12 Page No 229 Individual Inside FA(b)

Activity 7.13 Page No 230 Individual Inside FA(a)

Activity 7.14 Page No 230 Individual Outside FA(a)

Activity 7.15 Page No 230 Individual Outside FA(a)

Class 8 Biology Additional Activities

Unit Topic Details of Activities Individual/

Group

Inside/

Outside

classroom

FA (a) FA (b)

Unit 1 Crop production

and management

Group Debate

Natural manure and chemical fertilizers are used for providing necessary and

proper nutrition for plant growth. Debates can be conducted based on the

following topics in groups

1.Need for using fertilizers

2.Method of preparing natural manure

3.Merits and demerits of using natural manure and chemical fertilizer

Group Inside FA(a)

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4.Names of chemical fertilizers

5.Merits of using fertilizers based on soil testing

A Project to collect data on sales in uzhavar sandhai/weekly market/fruit and

vegetables

1.Divide students into groups

2.Each group should go in person to nearby uzhavar sandhai/weekly market,

collect data on sales and fill up the tabulation

3.It should be consolidated and submitted as a report

Name of the student--------

Class---------Section--------------Date------------------

Name of the school--------------

Uzhavar sandhai-------------

Name of the place-------------

Name of the selling place--------

Details of sold fruits and vegetables

Name of the fruit Quantity Cost

and vegetables

1.Brinjal 1 kg 10.00

2.--------- ------------- -------

3.--------- -------------- ---------

Name of

greens

Group Outside FA(a)

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1.spinach --------------- --------

2.--------- --------------- ----------

3.--------- --------------- --------

Name of the

fruit

1.Mango -------------- -----------

2.--------- -------------- -----------

3.--------- -------------- -----------

Cost and details of fruits and vegetables can be collected from newspapers

and pasted. Above data should be collected for 4 days. Costs to be compared

and reasons discussed.

Group Activity

Divide the students into groups and prepare a scrap book by collecting

information based on “Transgenic plants carrying desirable traits are created

by Bio-Technology”. Collect information about pictures, essays related to

genetic engineering and paste it in scrap book. Discuss the details given in

the scrap book prepared by each group.

Group Outside FA(a)

Age of

adolescence

Sub topic

Sprouting

Experiment

Seeds should be sprouted. They have to follow the steps given

in the book. The students can consume this sprouted

seeds.(Teacher should check whether this sprouted seed is

palatable)

Individual Outside FA(a)

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Sub topic

Personal Hygiene

In order to develop the skill of personal hygiene the students

have to wash their hands in front of the teacher. The teacher

has to explain the guidelines given by WHO in washing hands(

Celebrate ‘World hand washing day’ every year on October 15)

Individual Inside/

Outside

FA(a)

Sub topic

Harmful Effects

of smoking

Divide the students into groups. Ask them to write slogans

about awareness of harmful activities.

Example “ Smoke is a foe”

Group Inside FA(a)

Ask groups to gather symptoms, prevention, types and ways of

curing cancer. Prepare a poster with collected picture,

information and present it.

Group Inside FA(a)

Sub topic

Plant Kingdom

Keep coconut pieces and wet bread pieces for few days in a

dark room. Place the grown darkened /whitened portion grown

on the coconut/bread pieces on the slide and view it through

the microscope. Draw the diagram of fungi

Individual Inside FA(a)

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Sub topic

Structure of root

Observe the cross section of a dicot stem using compound

microscope .Draw a diagram of it and mark its parts with the

help of a book. Similarly observe the cross section of root and

leaf

Individual Inside FA(a)

Unit 4 Micro organism Students have to prepare a scrap book related to microbiology

scientist. Discuss the discovery of the scientists.

Individual Inside FA(a)

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SCIENCE - BIOLOGY

Assessment Activity- 1

Class: 6 Max Marks:10 Time Duration: 20 mts

Topic : The world of plants

Activity : CLASSIFICATION OF SCIENCE – Group

Activity

Method of assessment

: (Experimental Learning)

Learning by doing

Aim : To know about science and its branches

Materials required

: 1. Magnet, iron fillings

2. Salt, Water

3. Green Leaves

4. Insects

Procedure : 1. Divide the students into four groups

2. The first group has to take a magnet and

Iron filling and bring it closer. The group has

to show the attraction of iron to the magnet.

The science behind this activity is physics.

3. Add turmeric powder to water in a

beaker.The solution will be yellow in

colour.Now add slaked lime to it.The solution

changes from yellow to red. It is because of

chemical reaction.Such changes occur

everywhere. The science behind this activity

is chemistry.

4. The third group has to take the leaves, mash

the leaves and take the extract / juice. This

is called chlorophyll. This helps in

photosynthesis. The knowledge of this

science is Botany.

5. The fourth group has to collect the insects.

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Ex. Housefly, Cockroach, butterfly etc.

Observing the structural organisation is

zoology.

Conclusion : Learnt the branches of science

Remedial Activities

: 1. Collect a few materials used in our daily life

based on Science. Sort / Group the materials

into the four branches of science and .....

2. The teacher may ask the students to tell the

names of the herbs, shrubs and trees they

see in their daily life. The branch of science

that deals with the study of plants is called

botany.

3. The teacher may ask the students to tell the

names and uses of the animals they see in

their daily life. The branch of science that

deals with the study of animals is called

zoology.

4. The teacher may ask the students to tell the

names of materials / objects they use from

morning to night and clasify them.

(The branch of science that deals with the

study of working of the objects is called

physics and making of the objects is called

chemistry.

Life Skills : Reasoning ability is strengthened in the

students.

Assessment Activity- 2

Class: 6 Max Marks:10 Time Duration: 20 minutes

Topic : World of plants

Activity : Group activity

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Method of assessment

: Poster Preparation

Aim : To know the uses of plants

Materials required

: Chart and colour pencils

Procedure : 1. Divide the students into 4 groups

2. The first group has to collect the names and

uses of food plants and make a chart. Then

discuss it in the class.

3. The second group has to prepare a chart on

medicinal plants and the third group on oil

plants. The fourth group has to prepare a

chart on plants used for construction. Then

all the groups should discuss in the

classroom.

Conclusion : Learnt the uses of plants.

Remedial Activities

: 1. The teacher may ask the students to collect

the plants (near their home) in their

surrounding and to discuss the names and

their uses in the class to get extra

information.

2. The teacher may ask the students to collect

the medicinal plants around their place

(Village)

3. The teacher may ask the students to write

the names of the trees used to make

furniture at their home and school and

submit it.

Life Skills : Creativity is strengthened in the children.

******

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Assessment Activity- 3

Class: 6 Max Marks:10 Time Duration: 20 minutes

Topic : World of plants

Activity : Individual activity

Method of assessment

: Project work

Aim : Preparation of herbarium with the useful parts

of the plants.

Materials required

: Root, stem, leaf, flower, fruit, chart, gum, old

newspapers.

Procedure : 1. Cut the required part of the plant (eg. leaf)

2. Place the cut part of the leaf inside the old

newspaper. Keep a few books over it to press

the leaf.

3. Change the newspapers once in 2 days for 3

times.

4. When you have finished, you get the dry leaf.

5. Paste the dry leaf in a chart.

6. Write the following information on the right

hand bottom of the chart.

Student's Name : _____________

Class / Std : _____________

Name of the plant : _____________

Place from which it is taken: _____________

Date : _____________

Use of the Plant : _____________

7. After completion submit the herbarium.

:

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Conclusion

Remedial Activities

: 1. The teacher may choose the best herbarium

and ask that particular student to explain

how he / she did it.

2. The teacher may demonstrate the steps of

making the herbarium.

3. The teacher may collect the herbarium from

high school and discuss among the student.

Life Skills : Creativity and reasoning ability is strengthened

/ developed.

******

Assessment Activity- 4

Class: 6 Max Marks:10 Time Duration: 20 minutes

Topic : Food Habits

Activity : Group activity

Method of assessment

: Learning by doing.

Aim : To know how to prevent heart disease / attack.

Materials required

: 1. Inch tape (or) Metre Scale

2. A weighing machine

3. Notepad , 4. Pen

Procedure : 1. The students should be asked to discuss the

following habits to prevent heart diseases /

attack.

a) To be happy

b) To maintain the weight according to the

height of the individual.

c) To (take Part) participate in games and

practise proper exercises.

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d) To avoid the fried food items.

e) No smoking habit / To avoid smoking.

2. The following are the steps to know the

weight to appropriat height.

First using a metre scale, mark the

measurements on the wall. Next note down the

measurement of each student by making them

stand near the wall and mark their height in

meters. Also note down the weight of each

student, calculate body mass index.

Ex. The height of Mohan = 1.30 m

The formula to find BMI

= Weight/Height2

= 35 / (1.3) 2 =20.7

The weight of this student is normal according

to the body mass index value.

Conclusion : Learnt the need of maintenance of weight

related to height.

Table of BMI

Below 20 Below normal

From 20 to 24.9 Appropriate weight /

Normal

From 25 to 29.9 Above normal

Above 30 Over weight

Following the BMI table calculate the BMI for all

the students in the class and note it down.

Remedial Activities

: 1. The teacher may discuss about them and the

same process can be repeated after 2 or 3

months.

2. The teacher may call dietticians to advise the

below normal students

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3. The teacher may ask the students to find the

BMI of their family members.

Life Skills : Problem solving ability, knowing about self,

reasoning ability are developed.

******

Assessment Activity- 5

Class: 6 Max Marks:10 Time Duration: 20 minutes

Topic : Food habits

Activity : Group activity

Method of assessment

: Tabulation

Aim : Knowing about balanced diet.

Materials required

: 1. Note pad 2. Pen

Procedure : 1. Divide the students into 4 groups

2. Ask each group to prepare a balanced diet

chart for children of 11 years.

3. The food that is prescribed should be

economical and easily available.

4. Ask the groups to discuss the diet chart in

the class.

Conclusion : Learnt about the balanced diet.

Remedial Activities

: 1. The students may visit the Anganwadi (ICDS)

centres to collect information on balanced

diet and discuss it in the class room.

2. The students may collect the diet chart

available in the school and discuss on the

food given in the chart.

3. The student may be asked to tabulate the

food consumed for the past seven days and

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discuss.

Life Skills : Knowing about decision making is developed.

******

Assessment Activity- 6

Class: 6 Max Marks:10 Time Duration: 20 minutes

Topic : Food habits

Activity : Group activity

Method of assessment

: Food Exhibition

Aim : To know the food nutrients

Materials required

: All the available food materials Ex. Carrot, Tomato, Potato, etc.,

Procedure : 1. Divide the students into four groups 2. Ask one group to collect protein. The other

groups to collect carbohydrate, fats, vitamins respectively and exhibit the same.

3. Each group should be asked to discuss the name, nutrients and deficiency diseases in the class.

4. After the discussion the food shall be distributed to the students and the teachers.

Conclusion : The knowledge of food nutrients is developed.

Remedial Activities

: 1. The teacher may allow the students to obtain extra information on balanced diet nutiriton using CD through audio visual and deficiency diseases presentation.

2. The teacher may ask the students to make the shape of a human being using fruits and vegetables, then ask the students to discuss the nutrients prestent in the fruits and vegetables.

3. The teacher may ask the students to tabulate food items according to the proteins, carbohydrates and fats present in them in their record note book.

Life Skills : Knowing about self team spirit, creativity are

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developed.

Science- Chemistry

Assessment Activity- 7

Class: 6 Lesson: 1

Max Marks:10 Time Duration: 10 minutes

Topic : Changes around us

Activity : Group activity

Method of assessment

: Group Discussion

Aim : To enable the students to differentiate between the fast and slow changes around us and tabulate the findings

Materials required

: Work sheet

Procedure : Split the students into group of five. Each group should discuss among themselves and identify the fast changes as well as the slow changes given in the worksheet and fill in the appropriate column. Changes Duration of time (few

seconds, few minutes, few hours / days / weeks / months years.

Growth of a child Rusting of Iron Burning of paper Cooking food Curdling of milk Bursting of crakers

Conclusion : Students learn that above mentioned changes happen in different duration of time.

Remedial Activities

: Guiding the students to classify the day to day activities like burning of match stick, burning of electric bulb, growth of a seed as fast and slow changes.

Life Skills : Student's communication skills and decision

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making skills are to be assessed and recorded.

Assessment Activity- 8

Class: 6 Max Marks:10 Time Duration: 10 minutes

Topic : Changes Around us

Activity : Individual activity

Method of assessment

: Playway method

Aim : To enable the students to understand the

reversible changes.

Materials required

: Piece of Paper

Procedure : 1. Ask the students to make a small paper

aeroplane using a piece of paper as shown in

the picture.

2. Ask the students to unfold the shape; thus,

the piece of paper is retained as it was

before.

Conclusion : At the end of the game, students will be able to

conclude that the above mentioned change is a

reversible one.

Remedial Activities

: The day – to – day articles like rubber bands

and balloons may be taken as examples and the

concept of Revisible changes has to be

explained.

Life Skills : Creativity; keen observation and the decision

making skills are to be assessed and recorded.

******

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Assessment Activity- 9

Class: 6 Max Marks:10 Time Duration: 10 minutes

Topic : Changes Around us

Activity : Group Activity

Method of assessment

: Experimenting

Aim : To enable the students to differentiate between Endothermic and Exothermic changes by doing simple experiments.

Materials required

: 1. Sodium Hydroxide Pellets; 2. Slaked lime (cao); 3. Ammonium Chloride 4. Beaker & Test tubes 5. Water

Procedure : 1. Allow the students to take few pellets of Sodium hydroxide into a test tubes and pour little water in it. Now, ask the students to touch the outside of the test tube.

2. Allow the students to take little slaked lime in a beaker and add little water in to it. Now, ask the students to touch the beaker.

3. Allow the students to take little Ammonium Chloride Salt into a test tube and add little water in to it. Now, ask the students to the test tube.

Conclusion : Students learn about the difference between the endothermic and exothermic Changes. Experimenting Substance

Inference (Exothermic / Endothermic Change)

1)

2)

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3)

Remedial Activities

: Day – to – Day activities like dissolving detergents in water, dissolving Glucose in water, etc., have to be taken as examples and explained exothermic and endothermic reactions.

Life Skills : Self-awareness and decision making skills are to be assessed and recorded.

******

Assessment Activity- 10

Class: 6 Max Marks:10 Time Duration: 10 minutes

Topic : Measurement and Motion

Activity : Individual activity

Method of assessment

: Learning by doing

Aim : To enable the students to measure the length

and represent it with its units.

Materials required

: Pencil, eraser, pen, any leaf, ruler, etc.,

Procedure : By using different materials students are asked

to measure the following things under the

guidance of teacher.

(i) To measure the length of pencil

(ii) To measure the length of thumb

(iii) To measure the length of leaf

(iv) To measure the length of duster

(v) To measure the length of pen tip

The students are asked to record the findings in

a separate sheet.

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Conclusion : 1. By doing the above activity students not only

learnt about measuring the length but also

learn that the length of object changes with

respect to the shape of the object.

2. Since the above mentioned objects are small

in size, students learn to measure these

objects in centimeter. (As centimeter is the

one of the sub units of metre)

Remedial Activities

: At the end of this activity if a students has

measured the length of any object wrongly,

teacher can help the student to measure it

correctly.

Life Skills : The skill of data gathering and self-confidence

are assessed.

******

Assessment Activity- 11

Class: 6 Max Marks:10 Time Duration: 20 minutes

Topic : Measurement and Motion

Activity : Individual / Group activity

Method of assessment

: Group discussion

Aim : To enable the students to tabulate the different

activities events with respect to time duration.

(Units of times)

Materials required

: Activities and events mentioned in the

procedure given below.

Procedure : 1. Students are grouped into small groups

2. Different activities and events are written in a

separate sheet or on the black board.

3. Each groups should discuss among

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themselves the time taken to complete the

below mentioned activities and events and

record the same in their related units.

1. Time taken for bathing 2. Duration of sleep 3. Working hours of your school 4. Time taken to blink your eyes. 5. Time taken for ripening of fruits 6. Time taken for a plant to grow into a tree. 7. Time taken for curdling of milk 8. Time taken to weave a saree. 9. Time interval between a new moon and

full moon. 10. Duration of child to become a grand

father /grand mother. 11. Time taken for a paddy to grow 12. Duration between quarterly and half –

yearly examination. 13. Time taken for a fall of a coconut from a

coconut tree.

6. Table

Events Activities

occuring in seconds

Events / Activities

occuring in minutes

Events / Activities

occuring in hour

Events / Activities

occuring in month

Events / Activities

occuring in years

Conclusion : During group discussion students understand

about different units of time (Seconds, minutes,

hours day, week, month, year) and their

application.

Remedial Activities

: 1. May be a few students are not clear about

the time taken by the above mentioned

activities or events. In such cases teacher

may conduct another group discussion and

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clarify their doubts.

Life Skills : Co-operative skill or collaborative skill are

assessed.

Science - Physics

Assessment Activity- 12

Class: 6 Max Marks:10 Time Duration: 20 minutes

Topic : Measurement and Motion

Activity : Group activity

Method of assessment

: Project

Aim : 1. Guiding the students to measure the length and breadth of their class room and write them in foot, handspan, centimetre and metre and tabulate them.

2. To enable the students to make a model of a sand clock.

Materials required

: 1. Rulers , 2 . Two empty ink bottles 3. Sand 4. Stop clock.

Procedure : 1. Teacher should split the students into two groups.

2. First group should be asked to measure the classroom with the help of different units of length and tabulate them in the table given below.

6. Table Measuring method

Foot hand span Centimetre Metre

Length of the class room

Breadth of the class room

3. Second group is asked to make a sand clock

using the empty ink bottles and sand.

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Conclusion : 1. Student learn how to measure the length and breath is terms of foot, handspan, centimetre, metre.

2. Students learn how to make a model of a sand clock.

Remedial Activities

: 1. At the end of the activity, teacher should help the students (those who are lacking behind) by explaining the concepts once in simple terms.

2. Teacher may ask the students to measure the length and breadth of the rooms of their house, ground, community hall, etc.,

3. Teacher may ask the students to make a model of water clock.

Life Skills : Creative skill is assessed. Assessment Activity- 13

Class: 6 Max Marks:5 Time Duration: 20 minutes

Topic : Measurement and Motion

Activity : Individual activity

Method of assessment

: Field Trip

Aim : 1. To enable the students to identify the

movable and immovable objects

2. Guiding the students to differentiate between

“Rest” and “Motion”.

Materials required

: Materials required to register their observations

during their field trip.

Procedure : 1. Students should be instructed to observe the

school campus and classify the objects into

moving objects and stationary objects..

2. Students should be list out their

observations on the next day in the class

room.

3. Teacher should explain that moving objects

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are at “motion” and stationary objects are at

“rest”.

Conclusion : 1. Through the field trip, understand the

difference between moving objects and

stationary objects.

2. During the field trip keen observation skills

are developed.

Remedial Activities

: Teacher may assist the students who are

not clear by simple known examples.

Life Skills : Keen observation skill is assessed.

******

Assessment Activity- 14

Class: 6 Max Marks:5 Time Duration: 20 minutes

Topic : Magnetism

Activity : Individual activity

Method of assessment

: Play way method

Aim : To enable the students to understand about the

repulsion and attraction between the poles of a

magnet.

Materials required

: Two Bar magnets, three pencils (cylindrical in

shape) or three cylindrical sticks.

Procedure : 1. Ask the students to keep all three pencils

parallel one another.

2. Keep one bar magnet on the pencils and the

other in you hand.

3. Bring the bar magnet which you are holding

nearer to the other magnet which is kept on

the pencils.

4. If the poles of two magnets are of same

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nature (same poles) then there will be a

replusion between the magnets. Thus the

magnet moves faraway from the other. On

the otherhand, if the poles of the magnets

are not the same (Opposite poles) then there

will be an attraction between the magnets.

Thus the magnets move towards each other.

Conclusion : Students learn that opposite poles of the

magnet attract each other and like poles of the

magnet repel each other.

Remedial Activities

: Teacher may get assistance of peer group to

assist those who don't understand the concept

can explain about North and South Poles of

the magnets in detail with examples.

Life Skills : Handling skills and Decision making skills are

assessed.

******

Assessment Activity- 15

Class: 7std Max Marks: 5 Time Duration: 10 minutes

Topic : Magnetism

Activity : Group activity

Method of assessment

: Project method

Aim : To enable the students to find the direction

using the magnetic compass.

Materials required

: Magnetic compasses

Procedure : 1. Teacher should split the class into four

groups.

2. Each group has to be given a magnetic

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compass.

3. Ask the students to identify the directions

where the black board is situated in the class

by keeping the magnetic compass nearer to

it.

4. Then, using the same methodology the

direction of the flag pole, office room of the

school, science laboratory, etc., can be found

students should be asked to record their

findings in the separate sheet.

Conclusion : Students understand how to find the direction

using a magnetic compass.

Remedial Activities

: Teacher may ask those who have already

understood the concept and explain the

other who are not clear about the concept.

Life Skills : Co-operative skills and mutual supporting skills

are assessed.

******

SCIENCE - BIOLOGY

Assessment Activity- 16

Class: 7 Max Marks:10 Time Duration: 10 minutes

Topic : The role of animals in daily life

Activity : Individual activity

Method of assessment

: Tabulation, group discussion

Aim : To know the names and uses of animals

Materials required

: Picutres of various animals

Procedure : 1. Observe the pictures of pet animals closely.

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2. Discuss about the environment in which they

live

3. Write the names and uses in a tabular

column

4. Discuss your work among other students

and then submit.

Conclusion : The students learnt the habitat and uses of the

animals.

Remedial Activities

: 1. The teacher may explain the usefulness of

animals and its association with the human

beings. If the relationship / association is

disturbed then the balance in nature will be

disturbed.

2. The teacher may ask the students to write

the name of their favourite animal in front of

their name. eg. Lion Ramesh, Deer Mani /

cheetah Mare.

3. The teacher may ask the students to write

the economic uses of animals and submit.

eg. Goat – Meat, Milk, slide, fur, (Waste)

excreta.

Life Skills : Reasoning ability is developed

******

Assessment Activity- 17

Class: 7 Max Marks: Time Duration: 4 days

Topic : Role of animals in everyday life

Activity : Individual activity

Method of assessment

: Method – Preparation of an album.

Aim : To know the life cycle of silkworm and to know

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about fabric.

Materials required

:

Pictures on the life cycle of silkworm, varieties

of silk cloth.

Procedure : 1. Collect the pictures of the life cycle of a

silkworm. Cut and paste each stage of the

life cycle in a paper. Shuffle all the pictures.

Now ask the students to observe and arrange

the pictures in a sequence. Whoever finishes

first wins. later ask the students to explain

each stage in their own words. Paste the

pictures and write its description in an

album.

2. Album Preparation: Collect as many as cloth

pieces from a neighbourhood tailor. Select

the various silk cloth out of all the materials

and paste it in the album.

Conclusion : The life cycle of the worm and the uses of the

silk cloth is known through this album

preparation.

Remedial Activities

: 1. The teacher may explain the life cycle of silk

worm and the uses of the silk cloth through

power point.

2. The teacher may take the students on a

fieldtrip to the silk production farm and give

a live description of the life cycle of the silk

worm.

3. The students can prepare an assignment by

gathering information from a silkworm

rearer.

4. The teacher may ask the students to draw

the lifecycle of silkworm and mark the parts.

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Life Skills : Creativity is developed.

******

Assessment Activity- 18

Class: 7 Max Marks: 10 Time Duration: 2 days

Topic : The role of animals in daily life

Activity : Individual activity

Method of

assessment

: Collection of pictures, tabulation and

submission

Aim : To collect the pictures of animals found in the

sanctuaries of Tamil Nadu tabulate it and

prepare an album.

Materials required

: A map of Tamil Nadu, Pictures / Photos

Procedure : 1. Take an empty map of Tamil Nadu and mark

the important sanctuaries in the map.

2. Name the animals belonging to the

sanctuaries and tabulate them. You can refer

the library books.

3. Collect the photos and pictures of the

animals in the tabular column. You can use

the net for collecting pictures.

4. Now cut and paste the pictures in an album

on the animals and its sanctuaries.

Conclusion : The students present the album on the animals

and its sanctuaries in Tamil Nadu in the class.

Remedial Activities

: 1. The teacher may ask the students to discuss

about the wild life sanctuaries among their

peers and also to exhibit the album in the

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class.

2. The teacher may allow the students to watch

National Geography Channel and Discovery

Channel on wild life. Later discuss in the

class.

3. The teacher may ask the students to mark

the wildlife sanctuaries in India on a map.

4. The teacher may ask the students to visit the

nearest forest department office and collect

information on wild animals and birds and

submit.

Life Skills : Creativity and reasoning ability is developed.

******

Assessment Activity - 19

Class: 7 Max Marks: 10 Time Duration: 3 days

Topic : The food for plants and animals

Activity : Individual

Method of assessment

: Analysis

Aim : To know about the heterotrophic nutrition in

animals.

Materials required

: Bread or coconut pieces, Microscope, slides

Procedure : 1. Take a bread piece and soak it in water.

keep it aside for few days. When you

observe after few days you can see a white

outgrowth on it. Can you name it? / What

is that?

2. Leave aside the coconut pieces for few

days later you can see a white spongy

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outgrowth inside it. Can you name it?

3. Using a needle collect these spongy

outgrowth and place it on the slide. View

this through a microscope, write, observe

and submit your findings.

4. You can use a magnifying lens instead of

a microscope to observe the structure of

fungus.

Conclusion : The student is able to explain the nutrition of

fungus after careful observation.

Remedial Activities

: 1. The fungus grows on the surface of dead and

decayed matter. The fungus secretes

enzymes to dissolve the carbon compounds

into a soluble nutritious form and absorbs it.

This kind of nutrition is called saprophytic

nutrition and the plants are called

saprophytes.

2. The mode of nutrition in parasites and

saprophytes may be explained using

animation.

3. Extra information may be given using picture

charts.

4. The teacher may ask the students to draw a

parasite and a saprophyte and label the

parts in the record note book.

Life Skills : Creativity and reasoning ability is strengthened.

******

Assessment Activity- 19(a)

Class: 7 Max Marks: 10 Time Duration: 1 days

Topic : The Nutrition in plants and animals

Activity : Individual

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Method of assessment

: Work sheet preparation.

Aim : To tabulate the parasites found in pet animals and cattle.To identify the parasites and saprophytes present in plants.

Materials

required

: Photos of pet animals or cattle. The specimens

or collection of plants like Cuscutta, Mushroom

and viscum

Procedure : 1. The students must be asked to observe the

pictures of pet animals and cattle's carefully.

2. The teacher should ask the students to say

about the way in which the parasites or

mosquitoes obtain their food.

3. The students must be asked to observe the

pictures of Cuscutta, Viscum and Mushroom

in the album and say about the mode of

nutrition in them.

4. The students must be asked to explain the

differences between parasites and

saprophytes.

5. List out the differences in the table given

below.

Conclusion : The teacher can evaluate the learning outcome

on parasites and saprophytes.

Sl. No.

Name Parasite Saprophyte

1. Louves

2. Lice on dogs

3. Mosquito

4. Cuscuta

5. Mushroom

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Remedial Activities

: 1. The lice on dogs living on the animals derive

their food from the host. So, it is called

parasite.

Eg. Lice, Lice on dogs Mosquito

2. The non-green plants climb on to trees and

get their food from the trees. it is called plant

parasite. eg. Cuscuta, Viscum.

3. The non-green plants like fungus and

mushroom grow on dead and decayed matter

and are called saprophytes. Eg. Mushroom.

4. The animation of parasites and saprophytes

might be shown to the children to know

about the concept.

5. The teacher may ask the students to collect

information from the veterinary doctor in the

local veterinary hospital about the parasites

present in the pet animals and cattle and

submit the work / assignment.

Life Skills : Reasoning ability is developed. (Critical

thinking)

******

Assessment Activity- 20

Class: 7 Max Marks: 10 Time Duration: 5 days

Topic : Nutrition in plants and animals

Activity : Individual activity

Method of assessment

: Experimentation

Aim : To know that starch is prepared during photo

synthesis.

Materials : Leaves, Iodine solution a stainless steel / silver

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required vessel.

Procedure : 1. Take a steel vessel and (keep it upside down)

cover a part of grass in the ground

2. Leave it as such for five days. Do not disturb

the vessel.

3. After five days open the vessel and observe

the difference between the grass present

inside and outside the vessel.

4. Collect the samples of the grass present

inside and outside the vessel. Boil the

collected samples in a beaker.

5. Now drop a little of iodine solution on the

grass.

6. The leaves present in the sunlight turn dark

blue.

7. The leaves present inside the vessel do not

change its colour.

Conclusion : From the above experiment we know that starch

(food) is prepared during photosynthesis and

sunlight is necessary for photosynthesis.

Remedial Activities

: 1. Photosynthesis will not happen without

sunlight.

2. If there is no sunlight the plants will not be

able to prepare the food.

3. If there is no food, life is not possible on

earth.

4. Photosynthesis is the process of preparation

of food in plants using carbon dioxide, water

and chlorophyll.

5. Record your observations in your record note

book.

Life Skills : Decision making skill and reasoning ability /

critical thinking skill is enhanced in children.

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******

Assessment Activity- 21

Class: 7 Max Marks: 10 Time Duration: 20 minutes

Topic : Nutrition of plants and Animals

Activity : Individual activity

Method of assessment

: Drawing, worksheet completion

Aim : To draw the digestive system and labelling the

parts. To observe and complete the worksheet.

Materials required

: Picture of the human digestive system and

worksheet.

Procedure : 1. The students should draw the diagram of the

human digestive system and label the parts

in a paper.

2. Observe it carefully and discuss.

3. Write the points in the given worksheet and

submit the same.

Conclusion : The students know the different parts of the

digestive system and its functions.

Remedial Activities

: 1. The teacher may explain the digestive system

using a chart to the slow learners

2. The teacher may give extra information

through animation.

3. The digestive system can be pasted stuck on

a chart and cut into pieces. The teacher may

ask the students to fix the pieces together

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properly.

4. The teacher may ask the students to draw

the diagram and label the parts in their

record note book.

Life Skills

:

Creativity, reasoning ability and problem solving

skill is developed.

The human digestive system functions

worksheet.

Sl. No.

Parts of the digestive system

Functions

1. Teeth To break the food into chunks / Pieces ----

teeth is used.

2. Salivary gland The No of Salivary glands ------

The name of the enzyme -------

It helps in digestion Yes / No

3. Tongue To mix the food with the saliva ---- is

used.

It also helps to push the food inside.

4. Food It connect the mouth and -----------

5. Stomach The enzyme found in it --------------

What is it used for?

6. Small intestine ----m, The food mixes with ------, ------ and

----------- enzyme

The carbohydrate is converted

to -----, Protein is converted

to ----- acid and the fats are converted into

----------

7. Large intestine -------m, ----- does not take place.

it helps in absorption of --------. The

meaning of excretion is -------

8. Anus Egestion is ----------

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Information

collection

chart

Find out whether your family members have brushed their teeth. Tick if they

have and put mark x if they don’t have .

Days Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Fam

ily

mem

bers

Mor

nin

g

Nig

ht

Mor

nin

g

Nig

ht

Mor

nin

g

Nig

ht

Mor

nin

g

Nig

ht

Mor

nin

g

Nig

ht

Mor

nin

g

Nig

ht

Mor

nin

g

Nig

ht

Father

Mother

Brother

Sister

Self

Others

******

Assessment Activity- 22

Class: 7 Max Marks: 10 Time Duration: 7 days

Topic : External features of the plant

Activity : Individual activity

Method of assessment

: Preparation of a herbarium

Aim : 1. To know the different types of arrangement

of leaves.

2. To know the functions of the leaf

Materials : The leaves in the surrounding place, Newspaper

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required

Procedure : 1. Observe the leaves in your neighbourhood

closely.

2. Collect one leaf from each plant.

3. Spread the leaves on an old newspaper

4. Press the leaves using a heavy Plank.

5. Change the newspapers once in two days.

6. Paste the pressed and dried leaves in the

chart

7. Write the names and functions of the leaves

known to you.

8. Submit your herbarium in the class

Conclusion : Students learn the structure and functions of

the leaf through the herbarium preparation.

Remedial Activities

: 1. If required the teacher may explain the

procedure of making the herbarium.

2. The teacher may collect the leaves from their

surroundings. Draw the diagrams in the

record note book and label the parts.

Through this activity the teacher may make

the students to know the different parts of

the leaf like leaf lamina, the petiole and the

venation.

Life Skills : The students will develop the creativity and

reasoning ability.

******

Assessment Activity- 23

Class: 7 Max Marks: 10 Time Duration: 1 day

Topic : External features of plants

Activity : individual activity

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Method of assessment

: Collection, Tabulation

Aim : To differentiate the root and stem modification.

Materials required

: Different types of roots and stem modified

plants, tubers and roots.

Procedure : 1. Collect Carrot, Raddish, Beetroot, Yam,

Tapioca, Ginger, Turmeric, Potato and other

tubers from the vegetable shop.

2. Collect pieces of sugarcane, grass, the roots

of banyan tree.

3. Observe the cuscuta plant kept in your

laboratory.(if present)

4. Classify the above said vegetables and draw

the pictures.

5. After observing all the above vegetables fill in

the following table.

Conclusion : The students have learnt that the roots and

stems of few plants are modified to carry out

special functions of the plants.

Remedial Activities

: If required the teacher may explain about

modification of the plant.

mark the appropriate boxes and write the .......

Sl. No.

Plant Root

modication Stem

modication Type

1. Carrot

2. Raddish

3. Beet root

4. Ginger

5. Potato

6. Turmeric

7. Sugarcane

8. Root of

banyan tree

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9. Cuscuta

10. Grass

1. The function of the root is to fix firmly to the

soil and to absorb the water from the soil.

Bring the (Indian acalypha), grass, Raddish,

Beet root, Carrot from the near by garden.

The teacher may discuss the normal function

of the stems and roots and then explain the

modification of the roots and stem.

2. The teacher may take the children on a field

trip to the nearby banyan tree and share

more informations.

3. The teacher may show the preserved

specimens. Eg. Show and discuss about

cuscuta the total parasite.

4. Draw and label the parts of all the roots and

stem in your record note book.

Life Skills : Decision making and reasoning ability is

strengthened.

******

Assessment Activity- 24

Class: 7 Max Marks: Time Duration: 1 day

Topic : External features of the plant

Activity : Individual activity

Method of assessment

: Observation, Tabulation, Classification

Aim : To observe the plants in our surrounding and to classify

them.

Materials : CDs on nature (only if required)

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required

Procedure : 1. Note down the names of the plants in your locality

2. Tabulate the names of the plants you have observed.

3. Note down the characteristics of plants that you have

tabulated.

4. Visit a nearby pond or lake and write note down the

plants present in your notepad.

5. Mark (√) in the given table in the appropriate place.

Conclusion : 1. The students have learnt about the different types of

plants by classifying them as aquatic. (Mesophytes,

Xerophytes) desert plants and their structures.

Remedial Activities

: 1. The teacher may ask the students to observe the

plants in the pond or lake and note down in the

record note book.

2. In the same way note down the desert plants.

3. Also find out plants living in moderately water

available areas.

4. The teacher may exhibit / show the plants like

paddy, Indian acalypha Sunflower, Hibiscus,herbs,

shrubs and trees available in the school.

Mark √ in the appropriate places using the information

you have gathered.

Sl. No.

Plant Aquatic Plant

Meso phytes

Desert Plants

Herbs Shrubs Trees

1.

2.

3.

4.

5.

6.

7.

8.

9.

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10

Life Skills : Critical thinking is developed

******

Assessment Activity- 25

Class: 7 Max Marks: 10 Time Duration: 2 period

Topic : Classification of animals

Activity : Individual

Method of assessment

: Tabulation

Aim : 1. To identify the living organisms easily.

2. To know the similarities and differences

among different animals.

3. To know the arrangement of simple to

complex animals.

Materials required

: Preserved specimens, Photos

Procedure : 1. Distribute the following table to the students.

2. Show the preserved specimens or chart to

the students and ask them to observe it

carefully.

3. Ask the students to fill in the name of the

organisms, its characteristics, type in the

worksheet.

Conclusion : 1. The children are able to identify and classify

the living organisms.

2. The children are able to draw the pictures of

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the preserved specimens in their record note

book.

3. Using a picture chart the students could

share extra information.

4. The children are able to classify the animal

kingdom by seeing the slides through a

microscope.

Remedial Activities

: 1.Provide information through animation

2.Make students observe the preserved

specimen and to draw in records and marks its

parts.

3.Provide extra information through permanent

chart.

4.Make students understand the classification

of animals by viewing slides.

Life Skills : Creativity, reasoning ability and problem solving

skill is developed.

Work Sheet

The students have to compare the

characteristics of animals they come across in

their daily life with their phylla.

Write down the characteristics and examples of the given animals

Sl. No.

Phyllum Characteristics Example

1. Porifera

2. Coelenterata

3. Platyhelminthes

4. Aschelminthes

5. Annelida

6. Arthropoda

7. Mollusca

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8. Echinodermata

9. Chordata

Write down the characteristics of the animals in the tabular column

given below.

Sl. No.

Characteristics Pisces Amphibiars Reptiles Aves Mammals

1. Cold / Warm

blooded animal

2. Exo skeleton or

endoskeleton

3. Oviparous or

viviparous

4. Parental care

Yes / No

5. Vertebral

column Yes / No

6. Respiratory

organs

******

Assessment Activity- 26

Class: 7 Max Marks: 10 Time Duration: 7 minutes

Topic : Matter in our surroundings

Activity : Individual Activity

Method of assessment

: Album Preparation

Aim : 1. To enhance the skill of differentiating solids,

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liquids, gases.

2. To enhance students creativity

Materials required

: Newspaper, Weekly and monthly magazines

Procedure : 1. Collect pictures from newspaper, weekly and monthly magazines.

2. Stick the collected pictures in a chart. 3. Prepare an album with the charts stuck with

pictures

Conclusion : The students can identify the solids, liquids, gases, classify them and submit it

Remedial Activities

: To relate the solids, liquids, gases to real life and display to the students.

Life Skills : The above activity should improve the student creativity, communication skills. The teacher should guide the students.

******

Assessment Activity- 27

Class: 7 Max Marks: 10 Time Duration: 7 Minutes

Topic : Matter in our surroundings

Activity : Individual Activity

Method of assessment

: Presentation of science concept

Aim : To understand that the molecules of matter continuously move and mix with each other

Materials required

: Beaker, Water, Blue ink

Procedure : The students can illustrate through an activity that the molecules of matter continuously move and mix with each other. 1. Take a beaker and fill half of it with water. 2. Add a drop of blue ink slowly and carefully

into the beaker. 3. Leave it undisturbed in your classroom and

observe it.

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Conclusion : The student observes that blue ink slowly mixes with water.

Remedial Activities

: The molecules are very tiny and it is difficult to see them mixing with water. To make the students to understand this concept of diffusion of ink. The teacher has to relate it with real life situations

Life Skills : Reasoning ability and problem solving skill is developed.

******

Assessment Activity- 28

Class: 7 Max Marks: 10 Time Duration: 10 Minutes

Topic : Matter around us

Activity : Individual / Group activity

Method of assessment

: Activity based worksheet

Aim : 1. To understand that liquids cannot be

compressed

2. To know that gases can be compressed.

Materials required

: Syringe – 2 nos, Water, Cork / Paper bits /

Cello tape

Procedure : 1. Take two syringes and mark it as one (1) and

two (2)

2. Close one end of the syringe with paper bits

/ cork and fix it with a cello tape.

3. Fill the second syringes with air and seal its

nozzle leave the second straw as such.

4. Now press the syringe.

Conclusion : The first syringe filled with water is not easy to

press. But the second syringe filled with air is

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easy to press.

Remedial Activities

: The teacher may explain by associating with life

experiences and make them understand.

Life Skills : Reasoning ability and decision making skill is to

be developed through this activity.

******

SCIENCE - PHYSICS

Assessment Activity- 29

Class: 7 Max Marks: 5 Time Duration: 10 Minutes

Topic : Motion

Activity : Individual Activity

Method of assessment

: Learning by Comparing

Aim : Make the students to calculate the speed of

vehicles.

Materials required

: Graphsheet, Data, etc.,

Procedure : 1. Teacher should write the table given below

on the black board.

2. Speed of three vehicles namely A, B, C is

given below.

3.

Sl. No.

Time taken (hrs)

Distance travelled

Vehicle A

Vehicle B

Vehicle C

1. 1 20 50 40

2. 2 40 100 80

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3. 3 60 150 120

4. 4 80 200 160

5. 5 100 250 200

4. Represent the above data in a graph sheet

5. What conclusion did you get from the graph?

6. From the graph name the vehicle which has

the maximum speed?

Speed of Vehicle A = 20 km/hr

Speed of Vehicle B = 50 km/hr

Speed of Vehicle C = 100 km/hr

Conclusion : Students learn that the distance covered by a

vehicle at a give time differs with its speed.

Remedial Activities

: Teacher may explain about the concept of speed

by comparing the speed of animals like Snail,

Turtle, Horse, Ox, etc.,

Life Skills : Comparative skill is assessed.

******

Evaluation Activity- 30

Class: 7 Max Marks: 5 Time Duration: 5 Minutes

Topic : Measurement

Activity : Individual Activity

Method of assessment

: Activity based learning

Aim : To enable the students to understand that different materials have different density though they are of same size.

Materials required

: Iron ball, Wooden ball, Rubber ball (all the three balls of same volume)

Procedure : 1. Take balls of same size and volume made of Iron, Rubber and wood.

2. Try to measure the weight of each ball separately by holding them in your plams.

3. record your finding in the decreasing order of

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the weight of the balls.

Conclusion : students learn that the mass and the volume of a Iron ball is more than the wooden and rubber balls.

Remedial Activities

: Teacher may split the class into groups and explain the concept with the help of peer group

Life Skills : Co-operative skills and observation skills are assessed.

******

Assessment Activity- 31

Class: 7 Max Marks: 5 Time Duration: 10 Minutes

Topic : Measurement

Activity : Group Activity

Method of

assessment

: Activity based learning

Aim : To enable the students to understand that

lighter objects will float on water and denser

objects will sink in water.

Materials required

: Glass jar (long), kerosene, Water, mercury.

Procedure : 1. Divide jar into four equal parts

2. Pour Kerosene into the jar, pour mercury

into the jar, now pour the water into the jar.

(Note: All the three liquids should be of same

volume)

Conclusion : 1. Kerosene is lighter than water which will

float on water

2. Liquid Mercury is denser than water will

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sink in water.

Remedial Activities

: 1. Teacher may explain about the nature of

lighter and denser objects in class

2. Teacher may measure the weight of different

liquid (of same volume) and explain about

the difference in weight, thus help the

students to understand the concept.

Life Skills : Experimental skill is assessed.

******

Assessment Activity- 33

Class: 7 Max Marks: 5 Time Duration: 10 Minutes

Topic : Measurement

Activity : Individual Activity

Method of assessment

: Activity based learning

Aim : To enable the students to understand that time period of simple pendulum difference on length of the pendulum and not on mass of the bob and amplitude.

Materials required

: Simple pendulum (Bob), Stop clock, stand, thread, etc.,

Procedure : 1. Set up a simple pendulum in the class room with a thread of length 80 cm.

2. Set the bob into oscillations 3. Note the time taken for 10 oscillation in

seconds. 4. Calculate the time period

= Time for one oscillation =

1010 nsOscillatioorTimetakenf

5. Note the time taken for 15 oscillatings and

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20 oscillations in seconds keeping the length of the thread as constant (80cm)

6. Change the length of the thread to 100cm and find the seconds for 10, 15 and 20 oscillations.

7. Take a bob of different weight and repeat the same experiment.

Conclusion : Time period does not change with mass and amplitude of the bob. But, Time period changes with change in length of the bob.

Remedial Activities

: 1. Teacher may repeat the experiments once again in class.

2. Teacher may also ask the students to repeat the experiment in peer groups.

Life Skills : Collective nature, cooperative skills are assessed.

Assessment Activity- 34

Class: 7 Max Marks: 5 Time Duration: 10 Minutes

Topic : Motion

Activity : Individual Activity

Method of assessment

: Sequencing

Aim : 1. To enable the student to understand the definition of speed.

2. Guiding the students to list out the vehicles based on their speed. (Ascending order)

Materials required

: 5 small cards with pictures of cycle, car, bullock cart, aero plane, etc.,

Procedure : 1. Paste the pictures of the above mentioned vehicles on the cards.

2. Arrange the cards in ascending speed of the vehicles.

3. If the vehicle cover a long distance in a short time then, it is known as the fastest vehicle.

Speed = Timetaken

dcetravelleDistan

Conclusion : 1. Students learn about definition for speed. 2. Students learn to list out the vehicles based

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on their speed.

Remedial Activities

: 1. Teacher may give a slip test based on names of vehicles.

2. Teacher may now suggest the students to write the sequence of vehicles based on their speed (Sliptest)

3. Teacher may have a group discussion based on this topic

Life Skills : Decision making skills and keen observation skills are assessed.

******

SCIENCE - BIOLOGY

Assessment Activity- 35

Class: 8 Max Marks: 10 Time Duration: 20 Minutes

Topic : Crop production and management

Activity : Preparation of soil (Group activity)

Method of assessment

: Group discussion

Aim : To know the natural and artificial fertilizers /

manures

Materials required

: 1. Green manure 2. Vermi compost 3. artificial

or man-made fertilizers (DAP, Urea)

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Procedure : Divide the students into two groups and discuss

the following topics.

Topics:

1. Advantages of using fertilizers

2. Natural fertilizers – preparation methods

3. Advantages and disadvantages of using

natural and man made fertilizers.

4. Names of few artificial / manmade

fertilizers

5. Benefits of (mixing) the fertilizers on the

basis of soil test / examination.

a) Natural fertilizers b) Artificial

fertilizers.

Conclusion : The children know about the artificial and

natural fertilizers.

Remedial

Activities

: 1. The teacher may take the students to the

near by farm and find out how the natural /

green manure is prepared from the farmer.

2. The teacher may take the students to the

nearby fertilizer (Company) selling unit and

know the names of the artificial fertilizers.

3. The teacher may ask the students to find out

the requirements to prepare the natural

manure from the farmer.

4. The teacher may ask the students to find out

the significance of using natural and man

made fertilizer by contacting an agriculture

officer.

5. Later discuss the same in the class room.

Life Skills : Creativity, reasoning ability and problem solving

skills are developed.

******

Assessment Activity- 36

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Class: 8 Max Marks: 10 Time Duration: 20 Minutes

Topic : Crop production and management

Activity : Individual activity

Method of assessment

: Observation

Aim : To know about the root nodules

Materials required

: 1. Trowel 2. a leguminous plant (pea plant)

3. Water

Procedure : 1. Dig out the leguminous plant from the

ground carefully.

2. Wash the soil off the roots.

3. Observe the bulb like projections present in

the root.

Conclusion : The children learnt about the root nodules.

Remedial Activities

: The teacher may ask the students to observe the roots of various plants and to identify that root nodules are present only in leguminous plants. The bacteria present in the root nodules fixes the atmospheric nitrogen. The teacher may use the chart to explain about leguminous plants. The teacher may ask the students to draw the picture of leguminous plant and label the parts.

Life Skills : Creativity, Reasoning ability and problem solving skill are developed.

******

Assessment Activity- 37

Class: 8 Max Marks: 10 Time Duration: 20 Minutes

Topic : Crop production and Management

Activity : Technology in crop production, Individual activity

Method of : Scrap Book

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assessment

Aim : To know about genetic engineering

Materials required

: Newspaper, Science magazines.

Procedure : 1. Collect information and pictures on genetic engineering

2. Make a scrap book out of collected materials. 3. Discuss the information in your group

Conclusion : The children learnt about information on genetic engineering

Remedial Activities

: 1. The teacher may show the B.T. brinjal (eggplant) or multi coloured roses produced through genetic engineering and share extra information.

2. The teacher may ask the students to collect names and pictures of newly developed vegetables using genetic engineering.

Life Skills : Creativity and reasoning ability is developed in the children.

******

Assessment Activity- 38

Class: 8 Max Marks: 10 Time Duration: 30 Minutes

Topic : Reaching the age of adolescence

Activity : Group activity

Method of assessment

: Group discussion

Aim : To know about sex determination

Materials required

: 1. White beads 25 nos

2. Red beads 75 nos

3. Chalk piece box

Procedure : 1. Make the students sit in a circle and give

them a red bead

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2. Now ask each of the student to take a red or

white bead from the box of mixed beads.

3. If a student has two red beads then it

represents female.

4. If a student has one red and one white as XY

then it represents male.

5. The male chromosome determines the gender

and not the female chromosome.

Conclusion : The reasons of sex determination is understood.

Remedial Activities

: 1. The teacher may explain the meiosis cell

division and share extra information.

2. Flowers eg. white flowers, red flowers or

chalk pieces.

The teacher may give other few materials

and repeat the activity.

Life Skills : Team spirit, unity – Co-operation, reasoning

ability and problem solving skill is developed.

Assessment Activity- 39

Class: 8 Max Marks: 10 Time Duration: 30 Minutes

Topic : Reaching the age of adolescence

Activity : The harmful effects of smoking, Group activity

Method of assessment

: Poster making

Aim : To know the harmful effects of smoking

Materials required

: Chart, Colour pen, Pencil, Scale

Procedure : 1. Divide the students into groups

2. Each group should prepare a poster with a

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(caption) Heading, pictures and information.

(eg) smoking is injurious to health.

3. Display the posters in the class.

4. Discuss as group

Conclusion : Students are aware of the harmful effects of

smoking

Remedial Activities

: 1. The teacher may ask the students to gather

information about persons affected by

smoking and discuss in the class.

2. The teacher may discuss the harmful effects

of smoking by collecting information from

the media

3. The teacher may discuss the harmful effects

of burning. eg. old rags, the domestic waste

old newspaper, plastic materials, tyres.

4. The teacher may ask the students to gather

information about harmful effects of burning

wood, cow dung cake, corn cake.

Life Skills : Creativity, problem solving and reasoning ability is developed.

Assessment Activity- 40

Class: 8 Max Marks: 10 Time Duration: 3 days

Topic : Reaching the age of adolescence

Activity : Sprouting, individual

Method of assessment

: Experiment

Aim : To know about the nutritious food the sprouted

pulses and grams.

Materials required

: Chick pea, green gram and wet cotton cloth or

Plastic container

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Procedure : 1. Take anyone gram and clean and soak in

water for 8 hrs. Then drain it and wrap the

gram in the wet cloth and allow for 6 hrs.

2. Keep it in a cool and dry place (you can see

the small white structures in the seeds that

is called as sprouts)

3. The sprouted seeds can be used as food.

4. The sprouted seeds could be preserved for a

day and eaten.

Conclusion : The children learnt to prepare the sprouted

seeds.

Remedial Activities

: The teacher may ask the students practice the

same steps at home under parents guidance.

(eg.) maize, peas, black gram and then discuss

in the class.

Life Skills : Creativity, problem solving skills are developed.

******

Assessment Activity- 41

Class: 8 Max Marks: 10 Time Duration: 3 days

Topic : Plant kingdom

Activity : Group activity

Method of assessment

: Field trip

Aim : To know about the mushroom culture.

Materials : Notepad, pen

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required

Procedure : 1. Divide the students into groups.

2. Gather information from the mushroom

culture centre in your locality.

3. Discuss on the information gathered in your

class.

Conclusion : The children learnt about mushroom culture.

Remedial Activities

: 1. The teacher may ask the students to collect

information on colour, shape and nature of

growth of various fungus seen on trees or

garbages during rainy season.

2. The teacher may explain the reproductive

organ of the fungi using a picture chart

3. Record the observations of the reproductive

seen through a compound microscope label

in and draw in the record note book.

Life Skills : Critical thinking is developed

******

Assessment Activity- 42

Class: 8 Max Marks: 10 Time Duration: 20 Minutes

Topic : Plant kingdom

Activity : Group activity

Method of assessment

: Experimental / Learning by doing

Aim : To know about the monocotyledon and

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dicotyledon plants.

Materials required

: 1. Chick pea 2. Peas 3. Paddy 4. Broad

bean 5. Maize 6. Groundnut 7. Water

8. Tumbler

Procedure : 1. Divide the students into 5 groups.

2. Each group should take anyone seed (paddy

/ Broad bean / chick pea) and (immense)

soak it in water and allow it to stand in the

class room.’

3. After 24 hrs – the seed coat should be

removed and observed carefully.

4. If one cotyledon is present in the seed it is a

monocotyledon. (eg. paddy, maize)

5. If two cotyledons are present in the seed it is

a dicotyledon. (eg. chickpea (Channa),

Groundnut (Manila)

Conclusion : The children have come to know about

monocotyledon and dicotyledans.

Remedial Activities

: 1. The teacher may ask the students to repeat

the same activity at home using the grams

and pulses and tabulate it as mono and

dicotyledous.

2. The teacher may ask the students to find the

mono and dicotyledons based on the fibrous

and tap root system.

3. Mono cotyledon – paddy, maize, sugarcane

dicotyledon, Indian, acalypha Hibiscus and

record the pictures and label the parts in

your record note book.

4. Leaves with parallel venation – eg. Paddy,

grass, leaves with reticulate venation eg.

neem leaves, hibiscus leaves.

5. The teacher may ask the students to find the

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monocotyledon and dicotyledon based on the

venation.

Life Skills : Problem solving skills, team spirit is developed

in children.

******

Assessment Activity- 43

Class: 8 Max Marks: 10 Time Duration: 20 Minutes

Topic : Plant kingdom

Activity : 3.10, 3.11, 3.12 Internal structure of cross section of root, stem and leaves / Individual

Method of assessment

: Learning by doing

Aim : To know the cross sectional structure of

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dicotyledonous root, stem and leaves.

Materials required

: Dicotyledonous root, stem, leaves. Permanent slides of the cross sections of the same and a microscope.

Procedure : 1. Make the students stand in a line 2. The slides shall be placed in the microscope

to view (of root, stem and leaf) 3. Make the students observe the same 4. The students has to draw the pictures of

these with the help of the text book. 5. Later discuss the activity in the class.

Conclusion : The cross sectional structure of Dicotyledonous root, stem and leaves is known.

Remedial Activities

: 1. The teacher may show the pictures of the root, stem and leaves and ask the students to draw the same.

2. The teacher may ask them to draw the plant tissues separately.

3. The teacher may give a work sheet with an incomplete picture of the plant part and ask the children to complete it.

4. It should be done in the record note book and the parts should be labelled.

Life Skills : Creativity is developed in the children.

******

Assessment Activity- 44

Class: 8 Max Marks: 10 Time Duration: 20 Minutes

Topic : Microorganisms

Activity : Bacteria (4.1) (Individual)

Method of assessment

: Experimental learning

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Aim : To know the making of curd.

Materials required

: Milk, Curd

Procedure : 1. Take a glass of warm milk

Add a little curd to it.

2. After 6-8 hrs the milk changes into curd.

3. Lacto bacillus bacteria is responsible for the

curdling of milk. This is a useful bacteria.

There also exist a haramful bacteria.

Conclusion : Curdling of milk is learnt.

Remedial Activities

: 1. The teacher may ask the children to gather information from their mother. They may also be asked to draw the diagrams of bacteria from their textbook.

2. The teacher make the student understand rotting of the sambar due to the harmful bacteria.

3. The teacher may explain the food poisoning due to the harmful bacteria.

4. The teacher may ask the students to find the useful and harmful bacteria and draw the diagrams and note down the effects of both in the record note book.

Life Skills : Creativity, problem solving skill, emotional management and stress management is developed.

******

Assessment Activity- 45

Class: 8 Max Marks: 10 Time Duration: 20 Minutes

Topic : Micro Organisms

Activity : Harmful microorganisms (Individual)

Method of : Album preparation

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assessment

Aim : 1. To know about micro organisms and the

diseases caused by the microorganism

Materials required

: Virus, bacteria, fungi pictures of unicellular

organisms and pictures of humans affected by

micro organisms.

Procedure : 1. Make the students collect the pictures of

virus, bacteria and fungi and unicellular

organisms.

2. Collect the pictures of persons affected by

microorganisms. (using the media)

3. Prepare the album using all the collected

pictures.

4. Discuss using the pictures in the lab.

Conclusion : The students know about the microorganisms

harmful diseases and human health issues.

Remedial Activities

: 1. The teacher may ask the students to collect information on virus, bacteria, fungi from near by hospitals and discuss that in the class room. This can help in prevention and area of diseases.

2. The teacher may ask the students to prepare an assignment on diseases spread through virus, bacteria, fungi in plants, animals and humans and submit.

Life Skills : Creativity, stress management, reasoning ability

is developed.

Assessment Activity- 46

Class: 8 Max Marks: 10 Time Duration: 20 Minutes

Topic : Microorganism - Scientists

Activity : Album preparation (Individual)

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Method of assessment

: Album preparation

Aim : To know about the scientists related to

microorganisms and their discoveries.

Materials required

: Micro organisms – pictures related to (scientists)

micro biologists, Album.

Procedure : 1. Collect the pictures of scientists on micro

organisms

2. Pictures of Ivanowsky pictures and Anton

Van Lewen Hook, Alexander Flemming and

stick it on the album

3. Collect other pictures of scientists

4. Later discuss the discoveries in the class.

Conclusion : The children learnt the discoveries of micro

biologists.

Remedial Activities

: 1. The teacher may ask the students to select

books on encyclopedia (or) science related

books and discuss in the class.

2. The teacher may ask the students to collect

information and discuss about microbiology

scientist through net.

Life Skills : Creativity is strengthened.

******

SCIENCE - CHEMISTRY

Assessment Activity- 47

Class: 8 Max Marks: 10 Time Duration: 10 Minutes

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Topic : Elements and compounds around us

Activity : Individual

Method of assessment

: Work sheet

Aim : To enable the students understand about the

uses of elements.

Materials required

: 1. Periodic table

2. Picture chart on uses of elements.

Procedure : 1. Teacher should ask the students to collect

the picture chart of elements

2. Then they should be advised to match the

picture card with the elements mentioned in

the periodic table.

Conclusion : Students learn about the uses of elements.

Remedial Activities

: Teacher may ask the students to compare the

uses of elements in day-to-day life.

Life Skills : Problem solving skill and decision making skills

are assessed.

******

Assessment Activity- 48

Class: 8 Max Marks: 10 Time Duration: 10 Minutes

Topic : Elements and Compounds

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Activity : Group activity

Method of assessment

: Play way method

Aim : Guiding the students to understand and identify the symbols of elements.

Materials required

: 1. 15 cards with names of the elements 2. 15 cards with symbols of the above

mentioned elements.

Procedure : 1. Shuffle the 30 cards and place the cards face down on the table.

2. Start the game. Each player will get a chance of taking 2 cards at a time to see. If a player does not get the correct card, then he / she should keep the cards at the original position. If the name and symbol of the cards match correctly, then he / she can show to all the players and can keep the correct pairs of cards with him / her. If correct pairs are shown, players will get another chance until the player makes wrong match. Game will continue till all the cards taken out.

3. The winner is the one having maximum no of cards.

Conclusion : Students learns to identify and memorise the symbols of elements.

Remedial Activities

: Teacher may help the students to memorise the symbols and play the game again.

Life Skills : Problem solving skills, decision making skills and colobaration skills are assessed.

******

Assessment Activity- 49

Class: 8 Max Marks: 10 Time Duration: 2 days

Topic : Elements and compounds around us.

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Activity : Individual Activity

Method of assessment

: Assignment method

Aim : To enable the students to understand the day-

to-day materials chemical names, formulae and

the components present in them.

Materials required

: Book, Library, Website

Procedure : 1. Students should be asked to tabulate the

compounds and their components that we

use in our daily life.

2. Apart from the compounds given in book

extra information's should be collected from

Library and website and the same should be

added in the table.

3. Students should be advised to complete the

assignment with the given time and submit it

to the teacher on time.

Conclusion : Student will understand about compounds

Remedial Activities

: Teacher may bring the day to day materials to

class and explain about them to make the

students to be more clear.

Life Skills : Problem solving skills, creativity skills and data

collecting skills are assessed.

******

SCIENCE - PHYSICS

Assessment Activity- 50

Class: 8 Max Marks: 5

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Time Duration: 10 Minutes

Topic : Force and pressure

Activity : Pressure exerted by liquids Group activity

Method of assessment

: Experimental method

Aim : To enable the students to understand that the pressure exerted by any liquid increases with depth.

Materials required

: Transparent glass tube of 15 cm length and 5 cm diametre; Balloon

Procedure : 1. Ask the students to tie the balloon at one end of the glass tube.

2. Ask the students to fill water in the glass tube and observe the change in the shape of the balloon.

3. The increase in the size of the balloon is noticed.

4. Notice the height of the water column in the glass tube.

5. Pour some more water. Observe again the size of the rubber balloon and the height of the water column in the pipe.

Conclusion : This shows the pressure is exerted by liquids at the bottom depends on the height of the liquid column.

Remedial Activities

: 1. Teacher may repeat the same experiment once again in the class

2. Teacher may split the class into two groups and may ask the students to make another experimental model.

Life Skills : Co-operative skills, creative skills are assessed.

******

Assessment Activity- 51

Class: 8 Max Marks: 5

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Time Duration: 10 Minutes

Topic : Force of Pressure

Activity : Group activity (Measuring the atmospheric pressure)

Method of assessment

: Activity based learning

Aim : 1. To enable the students to understand the term atmospheric pressure.

2. To enable the students to understand that fluids exerts equal pressure at the same depth.

Materials required

: Closed plastic bottle with water, adhesive tapes

Procedure : 1. Take an empty plastic bottle 2. Drill five to six holes all around near the

bottom of the bottle. Apply adhesive tapes over the row of holes.

3. Fill the plastic bottle with water. Now remove the tape.

4. Ask a student to open the bottle. 5. Then, ask the students to observe what

happens. 6. While opening the cap of the bottle the jet of

water come out from the holes fall at the same distance from the bottle.

7. Teacher should ask the students to explain the phenomenon behind this.

Conclusion : Students understands that fluids exerts equal pressure at the same depth and understands pressure is exerted by the atmospheric air. (Teacher may use this activity as an introductory activity of this lesson or strengthening activity of the lesson)

Remedial Activities

: Teacher may repeat the activity with explanation.

Life Skills : Problem solving skills and creativity skills are assessed.

Assessment Activity- 52

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Class: 8 Max Marks: 5 Time Duration: 10 Minutes

Topic : Friction

Activity : (Effects of force and friction) Group activity

Method of assessment

: Activity based learning.

Aim : To enable the students to understand about the effects of force and friction.

Materials required

: Wheat flour, balloon, plastic or steel ruler, rubber band, two bricks, cycle, plate, nails.

Procedure : 1. Divide the class into five groups. 2. Each group has to undergo activities with

respect to the table given below. 3. Each group has to record their findings in

the given table.

Sl. No. State At rest Nature of the force

Acting Force Change in the state

Change in shape

Yes No Yes No

1. Dough kept in the plate

Pressing by hand

2. Keeping the plastic or steel scale in between two bricks

When the weight is Kept on the middle of the ruler.

3. Cycle Sitting on the bicycle

4. Rubber band suspended on the nail

While stretching it

5. Inflated balloon

While pressing it with both the hands

Conclusion : Students learns about the nature and effects of force.

Remedial Activities

: Teacher may get the help of peer students to explain the same to others.

Life Skills : Co-operative skills and rectification skills are assessed.

******

Assessment Activity- 53

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Class: 8 Max Marks: 5 Time Duration: 10 Minutes

Topic : Force & Friction

Activity : Individual activity

Method of assessment

: Simple activity

Aim : To enable the students to understand that the

effect of the force applied depends on the

surface area.

Materials required

: Bags with broad and narrow straps A-4 sheets;

pencils; etc.,

Procedure : Divide the students into three groups

Group 1:-

1. Take two bags of the same size let the strap

of one bag be broad and the other be narrow.

2. Place your books in the bag with broad strap.

Hang the bag on your shoulder and walk for

some time. How do you feel?

3. Transfer the books to the other bag with

narrow strap. Hang it again on your shoulder

and walk for some time. How do you feel?

4. Each member of the group should repeat

this activity.

Group 2:

1. Let us take a pencil and A-4 sheet

2. Try to make a hole in the paper by pressing

the blunt end of the pencil on the paper.

3. Now try to make a hole in the paper by

pressing the sharp end of the pencil.

Which was easier why?

Group 3:

1. Members of the group should be asked to

walk on a rough surface.

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2. Then, they should be asked to walk on a

smooth surface.

3. Which surface was more difficult to walk?

why?

Conclusion : 1. When you hang a bag with broad strap, the

weight of the books is distributed over a

larger area of the shoulders and hence the

pressure on your shoulder is less.

2. Although the force applied on the pencil is

almost the same in both the cases, the sharp

end of the pencil is able to make a hole. In

this case the area over which the force acts

on the paper is very small and its effect on

the paper is much greater (it makes a hole in

the paper)

3. Walking on a rough surface causes more

pain.

4. From the above, students learns that the

effects of force depends on the surface area

on which it acts.

Remedial Activities

: 1. Teacher may explain the concept as group

discussion in class.

2. Teacher may call those who have more

difficulty in understanding to repeat the

same activity till they understand.

Life Skills : Problem solving skills are assessed.

******

Assessment Activity- 54

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Class: 8 Max Marks: 5 Time Duration: 15 Minutes

Topic : Measurements

Activity : Group activity / Individual

Method of assessment

: Picture parting and correlating method.

Aim : 1. To enable the students to understand about the fundamental quantities and their units.

2. Guiding the students to prepare a scrap book based on the about.

Materials required

: Pictures. etc.,

Procedure : 1. Unit of fundamental quantities (length, weight, time, temperature, Intensity of light, amount of current, mass) has to be tabulated in the table given below.(SI Units)

2. This activity has to be done by all the students.

S.

No. Quantities SI unit Symbol

1. Length

2. Weight

3. Time

4. Temperature

5. Amount of current

6. Mass

7. Intensity of height

8. Plane Angle

9. Solid Angle 3. After completing the contents in the table,

students should collect the relevant pictures and stick them.

4. After completion, students should present their scrap book in class.

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Conclusion : Students learns about the fundamental quantities, their SI units and their symbols.

Remedial Activities

: 1. Teacher may advice theis activity as assignment

2. Teacher may explain with day-to-day activities as examples (eg., fever ........... thermometer (K) Vegetables, Rice,.......... weighing machine (Kg)

Life Skills : Problem solving skills and comparison skills are assessed.

******

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FA(b) Model Question Paper for Assessment

Zoology - VI std

Unit – I – The world of plants Time: 15 mts Marks: 10

I. Choose the correct answer 2 x ½ = 1

1. In the given plants which seed part is not used for food.

a) Thoor Dhal b) Groundnut c) Greengram d) Veldt grape

2. Which tree is used for production of railway sleepers.

a) Silk cotton tree b) Coconut tree c) Pine tree d) Sandal

wood tree.

II. Rearrange the jumbled words. Find the hidden word 2 x ½ = 1

a. C i a a i c _________________

b. d a n s o l _________________

III. Tick (√) the wrong pair 1 x 1 = 1 a) Thanjavur – Paddy b) Madurai – Jasmine

c) Kumbakonam - time

IV. Fill in the blanks 1 x 1 = 1 To purify our blood we have to eat this vegetable.--------------

V. Say True or False (√) 2 x 1 = 2

a. Ginger is the root of a plant.

b. Banana fibre is extracted from coconut tree

VI. Match 4 x 1 = 4 1. Teak - craft 2. Cotton - cricket bat 3. Willow - furniture 4. Sandalwood - dress

FA(b) Model Question Paper for Assessment

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Zoology - VI std

Unit – 2 – Food habits Time: 15 mts Marks: 10

I. Choose the correct answer 2 x ½ = 1

1. Which disease is caused due to the deficiency of vitamin A

a) Night blindness b) Day Blindness c) Scurvy d) Beri-beri

2. Which nutrient strengthen bones

a) Iron b) calcium c) Protein d) Cholesterol

II. Fill in the blanks 2 x ½ = 1

1. Anaemia is caused due to the deficiency of _______

2. The Vitamin processed in the skin due to to sunlight _______

III. Say True or False (√) 4 x ½ = 2

a. Tiger is a carnivorous animal

b. Crow is a herbivore

c. Gooseberry contains vitamin A

d. Iodine deficiency causes Anaemia

IV. Match 4 x 1 = 4

1. Vitamin A - Anaemia

2. Vitamin B - Rickets

3. Vitamin C - Night blindness

4. Vitamin D - Beriberi

V. Tick the wrong pair (√)

A) Protein – Fish B) Cholesterol – Oil

C) Carbohydrates – Vanaspati

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FA(b) Model Question Paper for Assessment

Zoology - VII std

Unit – I – Animals in daily life Time: 15 mts Marks: 10

I. Choose the correct answer 2 x ½ = 1

1. Which animals gives milk in the following list

a) Hen b) Honey bee c) fish d) cow

2. In a Beehive there is only one ______________

a) Queen Bee b) Drone c) Servant bee

II. Rearrange the jumbled words. Find the hidden word. 2 x 1 = 2

a. a p u p ______

b. Kilsrowm ______

III. Fill in the blanks 1 x 1 = 1

The name of the organisation that protects animals is ___________

IV. Say true or false (√) 2 x ½ = 1

a. People use more and more land to cultivate crops, graze cattle,

build houses and factories, animals and plants are being forced

out of their habitat (True / False)

b. White revolution denotes severe milk production (True / False)

V. Match 5 x 1 = 5

1. Queen of fibers - Broiler

2. Hens for flesh - Drone

3. Sterile bee - Jersey

4. Milk yielding - Collecting honey

5. Servant bee - Silk

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FA(b) Model Question Paper for Assessment

Zoology - VII std

Unit – II – Nutrition in plants and Animals Time: 15 mts Marks: 10

I. Choose the correct answer 2 x 1 = 2

1. From the given list which is an autotroph

a) Mushroom b) cow c) neem tree d) snake

2. Photosynthesis are requires

a) Water b) carbon-di-oxide c) sunlight d) the above

II. Fill in the blanks 2 x 1 = 2

a. The nutrient found in egg __________

b. The nutrient found in rice __________

III. Say true or false (√) 2 x 1 = 2

a. The first set of teeth grows when a baby is one year old is

permanent teeth. (True / false)

b. Cuscuta is a parasite plant. (True / false)

IV. Match 4 x 1 = 4

1. Autotrophic Nutrition - mode of nutrition in animals

2. Insectivorous plant - Lichens

3. Holozoic nutrition - Nepenthes

4. Symbiotic plants - Photosynthesis

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FA(b) Model Question Paper for Assessment

Zoology - VII std

Unit – III – Plant Morphology Time: 15 mts Marks: 10

I. Fill in the blanks 2 x ½ = 1

1. Thulasi is an example of a ___________________ (herb / shrub)

2. _______________ protects the flower when it is a bud. (calyx /

corolla)

II. Make a word from the jumbled letters 2 x ½ = 1

a. S I M P T R O O O T H P ___________

b. P I S O M T R O R D H Y _________________

III. Match 4 x 1 = 4

a. Waterplant - Cactus

b. Tree - kurunchi

c. Herb - Teak

d. Desert Plant - Vallisneria

IV. Chosse the right answer 4 x ½ = 2

(Pepper, mint, potato, vanda, climbers)

a. Say an example for climbers ________________

b. Say an example for stem modification ____________

c. Say an example for stolons __________

d. Say an example for epiphytic roots ______________

V. Say true or false (√) 2 x 1 = 2

a. Raddish is a taproot modification. (True / false)

b. Photosynthesis takes place in stem. (True / false)

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FA(b) Model Question Paper for Assessment Biology - VII std

Unit – IV – Basic of classification Time: 15 mts Marks: 10

I. Choose the correct answer 1 x 1 = 1

1. R.H. Whittaker type of classification ____________

a) Binomial nomenclature

b) Five kingdom classification

c) Genus classification

d) Species classification

II. Match the following 4 x 1 = 4

1. Ring rot disease - Man

2. Wilt disease - Apple

3. Fire blight disease - Tomato

4. Plague - Potato

III. Say true or false 2 x ½ = 1

1. Fungi cell walls, made up of cellulose

2. Seedless non-flowering plants are called ferns.

IV. Choose the best answer from the given bracket. 4 x ½ = 2

(starfish, Earthworm, snail, amoeba)

1. Example of Echinodermata is __________________

2. Example Annelida is__________________

3. Example Protozoans is __________________

4. Example Mollusca is _________________

V. Fill in the blanks 2 x1 = 2

1. Bacteria was discovered by __________

2. Binomial Nomenclature was introduced by ___________

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FA(b) Model Question Paper for Assessment Biology - VIII std

Unit – I – Crop production and management Time: 15 mts Marks: 10

I. Choose the correct answer 2 x 1 = 1

1. The necessity for crop production is ____________

a) Pollution b) Population explosion c) changing food pattern

d) Irrigation

2. To saves money, labour and time ploughing is done by _________

a) Traditional ploughing b) Tractor c) Sickle d) hand fork

II. Fill in the balnks 1 x 1 = 1

1. The technology that helps in promoting greater fruit and vegetable

consumption of healthy nutrition _________________

III.Say true or false 2 x ½ = 1

1. Removing weeds by hands is the best method

2.Paddy and Wheat crops help to fix atmospheric Nitrogen.

IV. Match the following 4 x ½ = 2

1. Paddy field - Furrow irrigation

2. Banana Plant - Drip irrigation

3. Between two rows of crop - Sprinkler irrigation

4. Used Where soil can’t retain water - Basin irrigation

V. Puzzle crossword

Left to Right Top to Bottom

1. The Process of loosening soil are called (left to right)

2.The study of plant kingdom are called (top to bottom)

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3. Short form of Diammonium Phosplate (top to bottom)

4. Basin Irrigation method followed in this field (left to right)

5. Name of the Bio-insecticide (left to right)

6. The example for Chemical fertilizer. (top to bottom)

2B

3D

4P

1P 6u

5N

I. Quiz 1 x 1 = 1

1. How do we call the practice of growing a cereal crop and the pulse

crop alternately in the same field in successive season.

II. Read the passage and answer the following questions.

2 x ½ = 1

Raman studies in 8th standard. His father had a small swelling in the

neck. A doctor was consulted. He tested his father. The disease was

diagonised as goitre. If Iodised salt is used this disease won’t affect.

From that day onwards all the members in Raman’s house used

Iodised salt.

Question

1. What is the name of the disease that affected Raman’s father?

2. What salt was used by members of Raman’s family?

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FA(b) Model Question Paper for Assessment Biology - VIII std

Unit – II – Reaching the age of adolescence Time: 15 mts Marks: 10

III. Choose the correct answer 2 x 1 = 2

1. The period of adolescence ____________

a. 11 – 19 years

b. 1 – 10 years

c. 20 – 45 years

d. 5 – 15 years

2. The xx chromosome forms ________ child.

a. Male b. Female c. Male, Female d. Transgender

IV. Fill in the blanks 1 x 1 = 1

1. The Adrenal cortex Secretes _________________ hormones which are

responsible for adolescent growth spurt.

V. Say true or false 3 x 1 = 3

1. Addition of Iodised salt in food prevents Goitre

2. Mother is solely responsible for determination of sex.

3. Pituitary, Thyroid and Adrenals are ductless glands.

VI. Match the following 4 x 1 = 4

1. Personal hygiene - Cancer

2. Sex determination - Daily bath

3. Smoking - Enriched with enzyme

4. Sprouted seeds - Chromosomes

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FA(b) Model Question Paper for Assessment

Biology - VIII std Unit – III – Pictorial Feature on Plant Kingdom

Time: 15 mts Marks: 10

I. Choose the correct answer 5 x 1 = 5

1. The fungi is known as ____________

a) Parasites b) Saprophytes c) Symbionts d) Omnivorous

2. The food used in space travel ___________________

a) Chocolate b) Algae c) Fungi d) Algae

3. An example of symbiotic Association ___________

a) Palm tree b) Banana tree c) Lichens d) All the above

4. The colour of toxic mushroom is ___________

a) White b) Bright colour c) Green d) Colourless

5. Compound tissues which conduct water is ____________

a) Phloem b) Xylem c) Parenchyma d) collen chyma

II. Fill in the blanks 2 x 1 = 2

1. Plants which have polyarch Xylem bundle is____________

2. The first successful group of cryptograms to live on the land like

vascular systems are ___________

III. Say true or false 2 x ½ = 1

1. Angiosperms are largest group of flowering plants.

2. Castor plant’s monocot plant.

IV. Match the following 4 x ½ = 2

1. Algae - Fern

2. Bryophyta - Coconut tree

3. Pteridophyta - Spirogyra

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4. Angiosperm - Riccia

FA(b) Model Question Paper for Assessment

Biology - VIII std Unit – IV – Micro organism

Time: 15 mts Marks: 10

I. Choose the correct answer 2 x 1 = 2

1. Micro organisms means ____________

a) Bacteria b) Virus c) Protozoan d) All the above

2. The bacteria which helps to change the milk into curd _______________

a) Bacteriophage b) Lactobacillus d) Plasmodium d) Agaricus

II. Fill in the blanks 4 x ½ = 2

1. The example of Nitrifying bacteria ___________

2. The notch in the root part of Groundnut plant is called _______________

3. The study of fungi is called _____________

4. Dense masses of materials that cover the water surface are called _________

III. Say true or false 2 x 1 = 2

1. The bacteria cell is a prokaryotic cell.

2. The study of chlamydomonas is called bacteriology.

IV. Match the following 4 x ½ = 2

1. Bacterial disease - Bunchy top of Banana

2. Fungal disease - Tikka disease of ground nut

3. Virus disease - Malaria

4. Plasmodium - Citrus canker

V. Write a few lines about scientist 2 x 1 = 2

1. Alexander Fleming ............................................................................

.........................................................................................................

2. Ivanowsky ........................................................................................

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............................................................................................................

Physics – Class – 6

Lesson : Measurement and Motion

Time : 30 Minutes Marks : 15

I. Answer the following question in one or two sentence 5 x 1 = 5 1. Define measurement and unit

2. Give the SI unit of length, mass and time write its symbol.

3. Expand the following

a) FPS b) CGS c) MKS d) SI

4. Why standard unit is necessary in measurements?

5. What are fundamental units?

II. Fill up 5 x ½ =2 ½

1. One metre = ________ cm

2. One Kilometre = ________ metre

3. One quintal = __________ k.g

4. One minute = ________ seconds.

III. Match the following measurements with its units 4 x ½ = 2

1. Thickness of 5 rupee coin - km

2. Breadth of classroom - cm

3. Distance between 2 towns - mm

Units of Length

Metre

?

?

?

?

?

?

?

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4. Height of your friend - m

IV. Choose the best answer 5 x ½ =2 ½

1. SI unit of length

a) cm b) mm c) m d) km

2. SI unit of mass

a) k b) kg c) mg d) cg

3. One metric ton is ______

a) 1000kg b) 100 kg c) 1 kg d) 10 kg.

4. SI unit of time

a) Seconds b) Minutes c) Week d) Day

5. One hour is equal to_______ Seconds

a) 60 b) 3600 c) 24 d) 1000

V. Arrange the following units in ascending order 1 x 1 = 1

1. Year, Second, Month, Microsecond, Hour, Minutes, Week, Milliseconds

Lesson : Measurement and Motion

Time : 15 Minutes Marks : 15

I. Fill up 2

Motion

?

? ?

? ? ?

? ? ?

Moving in straight line

Moving in Circle

Moving back and front (or)

right to left

Spontaneous Motion

? ? ?

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II. Choose the best answer 1

1. Movement of tree branch in air.

a) Linear motion b) Circular motion

c) Periodic motion d) Rotational motion

2. Ball rolling on floor is an example of _____ motion.

a) Circular motion b) Linear motion

c) Spiral motion d) Multiple motion

III. Fill up the blanks 2

1. The motion of a needle while sewing clothes in a sewing machine is

_____

(Linear motion / Periodic motion)

2. Rotation of an object about its axis has _______

(Linear motion / rotational motion)

IV. Answer the following questions 10

1. Which organ in human body has periodic motion?

2. Differentiate between linear and circular motion

3. What is rotational motion? Give some examples

4. What is periodic motion?

5. What is multiple motion? Give some examples

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Lesson : Motion

Time : 15 Minutes Marks : 10

I. Fill up the blanks 8 1. Speed = distance travelled / ___________

2. Distance travelled = _______ x _______

3. Average speed = _________ / Total time taken

4. Velocity = Displacement / __________

5. Unit of displacement = __________

6. Accerlation = ___________ / Time taken

7. Unit of accerlation = __________

8. Accerlation due to gravity ____________ m / sec2

II. Match the following 2 1. Speed - m/sec2

2. Acceleration - m/sec

3. Acceleration due to gravity - 3600 sec

4. 1 hour - 5.18 m/sec

- 9.8 m/sec2

Lesson : Magnetism

Time : 40 Minutes Marks : 25

I. Choose the best answer 5 1. This is a natural magnet

a) Bar magnet b) Horseshoe magnet c) Ring magnet d) Magnetite

2. Who provided compass to sailors

a) Indians b) Europeans c) Chinese d) Egyptians

3. A magnet freely suspended in air points in ________ direction. a) North east b) South north c) East west d) North south

4. Magnet loses its magnetism because of _______ (Wiping / Hammering)

5. Magnetic compass box is used to find out _______ (Speed / Direction)

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II. Circle the odd and give reason 4 1. Bar magnet, magnetite, ring magnet, Horseshoe magnet

2. Lift, escalator, electric train, electric bulb.

3. Iron nail, pin, rubber tube, sewing needle.

4. Attraction, repulsion, illumination pointing direction

III. Fill up 3 (a)

(b)

Lesson : Measurement

Time : 15 Minutes Marks : 15

I. Match the following 7 1. Temperature - Candela 2. Amount of substance - kelvin 3. Luminous Intensity - kg 4. Mass - Radian 5. Plane angle - Mole 6. solid angle - metre

Objects Attracted by magnet

?

Objects not Attracted by magnet

?

?

?

?

?

?

?

Objects Attracted by magnet

?

?

? ?

? ?

?

?

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7. Length - steradian II. Write the symbol of following fundamental units. 2

Fundamental Units Symbol (Unit)

Temperature -

Luminous Intensity -

Amount of substance -

Electric Current -

III. Which of the following sentence is correct 1

1. Unit of force is Newton

2. Unit of force is newton

IV. True or False 5 a) Full stop should be used at the end of symbol for units.

b) Unit should not be used in plural.

c) symbols for units should be written in small letters.

d) Unit of length is kilogram

e) Unit of mass is metre

Lesson : Force and pressure

Time : 30 Minutes Marks : 25

I. Choose the best answer 1. Unit of force is ___________

(Joule, Newton, Pascal)

2. Unit of pressure is n/m2. This unit is also known as ________ (Joule, Pascal, Newton)

3. Atmospheric pressure at sea level is ________ (105 NM-2, 107 NM-2, 103 M-2)

4. Friction is a __________ force (contact / non contact) 5. As we go up above the earths surface, the atmospheric pressure

______ (Decreases / increases)

II. Match the following 2 1. Wheels and balls bearing - Non contact force

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2. Grooves - Based on pascal law 3. JCB - increases friction 4. Fall of an apple - decreases friction

III. List out the following actions on the basis of contact and non contact force. 2

1. Lifting the chair

2. Falling of a coconut from coconut tree

3. Attraction between 2 magnets

4. A comb attracting small pieces of paper.

IV. Answer the following questions 16 1. What is force? Give its unit

2. Contact, non contact force - Differentiate

3. Define pressure. Give its unit

4. Define: Pascal law

5. What is friction ?

6. What are the factors affecting friction ?

7. What are the merits and demerits of friction ?

8. When we suck through the straw the liquid travels up. Explain why?

Lesson : Changes around us

Time : 15Minutes Marks : 10

I. Choose the best answer 2 1. Change occurring in the release of a compressed spring is ______

change.

a) Reversible b) Irreversible

c) Non Periodic d) Undesirable

2. Spoilage of food is _________ change

a) Reversible b) Foot change

c) Undesirable d) Non periodic

3. Dissolution of washing soda in water is

a) Exothermic change b) irreversible change

c) undesirable change d) slow change

4. Of the following which is non – periodic?

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a) Heart beat b) earth quake

c) Occurrence of day & night d) Oscillation of pendulum

II. Fill in the blanks 2 1. __________ is an example of slow change

2. __________ is an example of fast change

3. The change that is useful is __________

4. During day & night __________ changes

III. True or False 2½ 1. All changes do not occur in the same time period ( )

2. Routing of iron is fast change ( )

3. Colour change & taste change occurs during ripening of mango ( )

4. Evaporation of petrol is fast change ( )

5. Evaporation of water is slow change ( )

IV. Match the following 3 ½

1. Ripening of fruit Irreversible change

2. Melting of ice Non periodic motion

3. Batter turning in to idly Desirable change

4. bursting of crackers Reversible change

5. Occurrence of day &

night

Fast change

6. Earth quake Undesirable change

7. Breaking of glass periodic change

Physics – Class – 7

Lesson : Matter in our surroundings.

Time : 15 Minutes Marks : 10

I. Choose the best answer 2½ 1. The only substance which exists in all the three states of matter is .......

(Water, stone, glass)

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2. The matter which has no negligible intermolecular space is ..........

(Solid, liquid, gas)

3. 1 Nanometer is equal to ....................

a) 10-10m (b) 10-9m c)10-10m d)10-12m

4. ..................... is difficult to change their shape as they highly

Incompressible. (solid, liquid, gas)

5. ............. are characterized by definite shape size and volume

(solid, liquid, gas)

II. Fill up 2½

1. The force of attraction between the particle in gas is .............. than that of

solid.

2. ............. state has definite volume, but no definite shape.

3. ........... s cannot flow.

4. The temperature at which a solid melts to became a liquid is called its

.........

5. The temperature at which a liquid starts boiling is known as its ...........

III. Match the following 2½

1.Solid - Easily compressible

2.Atoms and molecules - Liquid

3.Milk - Building block of matter

4.Gas - cannot flow

5.LPG - Liquefied petroleum

Gas

IV. Say true or false 2½

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1. All solids, the molecules are very closely arranged because the force of

attraction between the molecules are very strong.

2. Gases are highly compressible when compared to solids and liquids.

3. Liquid takes the shape of the container.

4. Gases occupies a definite volume nor posses a definite shape

5. On increasing temperature of solids, the movement of the particles

(molecules/atoms) increases.

Chemistry – Class – 8

Lesson : Element and compound around us.

Time : 15 Minutes Marks : 10

I. Choose the best answer 2½

1. The number of elements so far invented....

a) 118 b) 92 c)112 d)108

2. Electric wire was made up of ........... metal

a)copper b)silver c)carbon d)lead

3. In earth’s crust .......... is the most abundant elements

a)oxygen b)hydrogen c)Calcium d)nitrogen

4. coal contains ................

a)carbon b)hydrogen c)Calcium d)nitrogen

5. The valency of sodium..........

a) 1 b) 2 c) 0 d) 3

II. Fill up 2½

1. The combining capacity of an element is called ........

2. Fecl3 - the valency of Fe is ..........

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3. A Symbol is a shortened form of the name of an .....

4. The name of the element named after the planet Uranus is ………..

5. Iron is .........

III. Match the following 2½

a)1.Hydrogen - Mg

2.Copper - Na

3.Magnesium - H

4.Oxygen - O

5.Sodium - Cu

b)

1. K - iron

2. Cl - Calcium

3. Ca - Nitrogen

4. Fe - Potassium

5. N - Chorine

III. 1. Find the valancy for the elements represented in the square box 1

O Mg N Zn K

H H Cl Cl H H H Cl Cl Cl

2. Using the elements enclosed in circle, frame formulae, for few compounds. 1½

O H K C

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Ca Mg Ma Cl

SUMMATIVE ASSESSMENT QUESTION PATTERN 6, 7, 8th SCIENCE

a) Marks allotted to domain types

Sl. No.

Domain Types Marks %

1. Knowledge 15 15

2. Understanding 40 45

3. Application 25 30

4. Skill 10 10

Total 90 100

Note: 1. Total marks including choice is 90.

2. While preparing question paper there can be a change of 5% in marks.

B. Marks allotted to different types of question

Sl. No.

Type of Question

Marks for each question

Total Number

of question

No. of question

to be answered

Total marks

1. Section - A Choose the best answer

1 10

10 10 x 1 = 10

2. Section - B Very short answer type

2 20

15 15 x 2 = 30

3. Section - C Short answer type

15 8

4 4 x 5 = 20

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Total 8 38 29 60

Type of Very Short answer

Sl. NO.

Types of Very Short answer No. of

questions

1. Match the following 3

2. Reasoning and proving 3

3. Draw and label the parts 2

4. Calculation (Problem Solving) 2

5. Fill in the blanks 2

6. Circles the odd 3

7. True or False 3

8. Tabulation 2

9. Total question 20

10. No. of question to be answer 15

Section - C, Very Short answer

Sl. No. Part Subject No. of

Question

1. A Botany 2

2. B Zoology 2

3. C Chemistry 2

4. D Physics 2

Lesson wise allotment of marks

Sl. No.

Branch Marks %

1. Botany 23 25 50%

2. Zoology 22 25

3. Chemistry 18 20 50%

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4. Physics 27 30

Total 90 100

Unit wise allotment in 6th Std.

Units

No. of question Total

marks Branches MCQ VSA SA Total

question

1. The world of plant

2. Food haibits

Botany

Zoology

3(1)

2(1)

5(2)

5(2)

2 (5)

2 (5)

10

9

23

22

3. Changes around us

Chemistry 2(1) 3 (2) 2 (5) 7 18

4. Measurement and Motion

5. Magnetism

Physics

3(1)

2(1)

1(1)

3 (2) 4 (2)

1(5) 1(5)

27

Total No.of Question 10 (10)

20

(40) 8(40) 38 90

No. of question to be answer 10 (10) 15 (30) 4(20) 29 60

Unit wise allotment in 7th Std.

No.

Units Branchs

No. of Question Total Makrs

MCQ VSA SA Total Qn.

1. Plant morphology

Bot

any

- Zo

olog

y

2 (1) 2 (2) 1 (5) 5 11

2. Basis of classification 1 (1) 3 (2) 1 (5) 5 12

3. Animals in daily life 1 (1) 3 (2) 1 (5) 5 12

4. Nutrition in plants and animals

1 (1) 2 (2) 1 (5) 4 10

5. Matter in our Chemistry 2 (1) 3 (2) 2 (5) 7 18

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Unit wise allotment 8th Std.

surrounding

6. Measurement

Phys

ics

2 (1) 3 (2) 1 (5) 6 13

7. Motion 1 (1) 4 (2) 1 (5) 6 14

Total No. of question 10 (10) 20 (40)

8 (40)

38 90

No. of question to be answer 10 (10) 15

(30) 4(20) 29 60

No.

Units Branchs

No. of Question Total marks

MCQ VSA SA Total Qn.

1. Pictorial future of plant kingdom

2 (1) 2 (2) 1 (5) 5 11

2. Crop production management

1 (1) 3 (2) 1 (5) 5 12

3. Reaching the age of adolescence

1 (1) 3 (2) 1 (5) 5 12

4. Micro organism

1 (1) 2 (2) 1 (5) 4 10

5. Elements and compound around us

2 (1) 3 (2) 2 (5) 7 18

6. Measurements 2 (1) 3 (2) 1 (5) 6 13

7. Force and pressure

1 (1) 4 (2) 1 (5) 6 14

Total No. of Question 10 (10) 20 (40)

8

(40) 38 90

NO. of Question to be answer 10 (10) 15 (30)

4

(20) 29 60

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Question Paper Blue Print 6th Std.

Unit No. Lesson Branch

Knowledge

(15)

Understanding

(40)

Application

(25)

Skills

(10) Total No. of

Question Marks

1 2 3 1 2 5 1 2 5 1 2 5

1 The World of plant Botany 1 1 1 1 1 1 1 1 2 10

23

2 Food habits Zoology 2 1 2 1 1 1 1 9

22

3 Changes around us Chemistry 1 1 2 1 1 1 7

18

4 Measurement and motions

Physics 1 1 1 1 1 1 6

13

5 Magnetism Physics 1 1 1 1 1 1 6

14

Total 5 5 1 7 5 2 4 3 2 4 38 90*

*(Total 85 marks including choice Questions)

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Question Paper Blue Print Class: 7th Std.

No. Units Branch Knowledge

Under standing

Application

Skills Total No. of Qn.

Marks

1 2 3 1 2 5 1 2 5 1 2 5

1 Plant morphology Botany 1 1 1 1 1 5

2 Basic of Classification

Botany 1 1 1 1 1 5

3 Animals in daily life

Zoology 1 1 1 1 1 5

4 Nutrition in plant & Animals

Zoology 1 1 1 1 4

5 Matter in our surrounding

Chemistry 1 1 1 1 1 1 1 7

6 Measurement Physics 1 1 1 1 1 1 6

7 Motion Physics 1 1 1 1 1 1 6

Total 5 5 1 7 5 2 4 3 2 4 38

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Question paper Blue print 8th Std

No. Units Branch Knowledge under standing

Application Skills Total No. of Qn.

Marks

1 2 3 1 2 5 1 2 5 1 2 5 1 Pictoriay

future of plant kingdom

Botany

1 1 1 1 1 5

2 Crop production & Management

Botany

1 1 1 1 1 5

3 Reaching in the age of adolescence

Zoology

1 1 1 1 1 5

4 Micro organism

Zoology 1 1 1 1 4

5 Elements & compound around us

Chemistry

1 1 1 1 1 1 1 7

6 Measurement Physics 1 1 1 1 1 1 6

7 Force and Pressure

Physics 1 1 1 1 1 1 6

Total 5 5 1 7 5 2 4 3 2 4 38

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SUMMATIVE ASSESSMENT MODEL QUESTION PAPER

STANDARD -6 – SCIENCE

Time : 2.30 Total Marks : 60

Section A 10x1=10

I. Choose the best answer

1. Kumbakonam is famous for

a) Paddy B) Jasmine C) beetel d) Sugar cane

2. Of the following , which is the seed part of the plant.

a) Thoor dhal b) Veldtgrape

b) banana d) turmeric

3. Name the tree used in the paper industry

a) Teak b) Eucalyptus

c) Coconut d) Sandal Wood Tree.

4. Disease caused due to protein deficiency is ---------------

a) Marasmus b) Night blindness

b) Colourblindness d) Rickets.

5. ----------- is used to strengthen the bone

a) Calcium b) Iron c) Zinc d) Boron

6. The change in which the substance cannot be converted back into its

original form is called ----------------- change

a) reversible b) irreversible c) slow d) fast

7. Out of the following which is periodic change ?

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a) heart beat b) earthquake c) occurrence of day and night

d) pendulum clock.

8. SI unit of length is -------------------

a) centimeter b) millimeter c) meter d) kilometer

9. Example of multiple motion is

a) motion of cycle b) motion of top c) motion of a child in a swing

d)motion of fish in a tank

10. Magnetic compass box is used to know ----------

a) speed b) distance covered c) direction d) motion.

SECTION – B

II. Answer the following in one or two sentence (Short answer)

Answer any fifteen questions 15x2= 30

11. Match the following

Trees Uses

A) Coconut - Gunny bag

B) Hemp - Thatching

C) Teak - Oil, Papers

D) Eucalyptus - Construction Material

12.Write down any two medicinal plants and its uses.

13. State whether the following sentences are true or false . Correct the

statement.

A) Willow tree is used to make cricket bat (True / false)

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B) Babul tree is used to make handicrafts (True / false)

14. Draw the Ginger diagram and write its medicinal use.

15.Write two food habits that you follow regularly.

16.What is balanced DIET.

17. Read the tabulation and fill in the blanks.

Creels nutrition

Rice, Wheat ?

? Rich in Protein.

18. Find out the oddman out

A) Scurvy, Rickets , Beri-Beri, Malaria

B) Carbohydrate , Protein, Fat, Thoordhal

19. Correct the following statement.

A) Pea egg plant used to cure Jaundice

B) Holy basil plant used to cure digestive disorders.

20. List out the food and nutrients that you consume daily.

Name of the food Nutrients Uses

1.

2.

3.

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21. Match the following.

1. Changes that occur at

regular intervals of time

- Fast change

2. Changes that occur for

few seconds or minutes

- Non periodic change

- Periodic change

22. Fill up the blank in the table.

Activity Name of change

a) Dissolving detergent

in water

------------------------

b) ---------------------- Endothermic Change

23. Circle the odd man out

a) Raining , ripening of fruits, flowering of buds, breaking of glass.

b) Growing of a child, rusting of iron, burning of a stick , curdling of

milk.

24.What are fundamental units ? Why are they called so?

25. Fill up the blanks in the table

a --------------- 100 cm

b. 1 Km ------

c. 1 Quintal -------

d. --------- 60 seconds

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26.Fill in the blanks

a) Motion of the needle in a sewing machine is an example of

b) Rolling of a ball in floor is an example of ---------------

27. List out when will a magnet loses property?

28. Draw an artificial magnet, write its name and mark its poles.

29.An iron needle is given to you what will you do to change it into a

magnet?

30. Circle the odd man and give reasons.

a) Iron nail, head pin, rubber tube, sewing needle

b) Lift escalator, electric train, electric bulb.

PART –C 5X4=20

NOTE:

a) Answer four questions choosing one question from each section.

b) Each question carries five marks.

c) Draw diagrams wherever necessary.

SECTION– A

31. Write about the plants and its part which is used to make rope &

gunny bag.

32.Deforestation leads to environmental pollution Express your views on

the above statement.

SECTION – B

33. Why do some plants depend on insects as their food?

34. What are the measures we do take to prevent cardiac diseases?

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SECTION –C

35. You have broken your favorite toy, can you repair it? what are the

changes that had happened in this incident?

36.Write down the changes that occur in the following incident.

a)Tsunami b) swinging c) Occurrence of the full moon & new moon

d) melting of wax e) rusting of iron.

SECTION –D

37. List out the differences between the motion of a child in a merry go

round and the motion of a child in a 50 m running race?

38. You have been given a bar magnet, (in which, poles are not marked)

and iron filling using this.

a) How will you find out the poles?

b) Which point of the magnet attract more iron fillings ? Why?

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SUMMATIVE ASSESSMENT – MODEL QUESTION PAPER

SEVENTH STANDARD – SCIENCE

Time : 2.30 hrs. Mark : 60

PART –A

Answer all the questions 1x10 =10

I. Choose the best answer.

1. Tamilnadu's state animal is -----------

a) Cow b) Buffalo c) Varaiadu d) Deer

2. The organization which protects animals is

a) Red cross b) Blue cross c) Green cross d) White cross

3. ------------------- is an autotroph

a) man b) Cow c) Snake d) mangotree

4. Due to photosynthesis, Plants get --------------

a) Starch b) Carbon dioxide c) Chlorophyll d) Potato

5. Oryza sativum denotes ----------

a) Paddy b) Rice c) Wheat d) Potato

6. Solids have ----------

a) definite shape b) definite volume c) definite shape & volume

d) can flow.

7. The object which exists in three states is --------------

a) water b) stone c) glass d) rubber

8. Unit of area is ------------

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a) m b) m2 c) cm d m3.

9. The container used to measure volume of a liquid is -------------

a) test-tube b) bell jar c) measuring jar d) burette

10. When you drive a two wheeler , out of the following which will

you one to measure speed is ---------------

a) thermometer b) barometer c) speedometer d) protractor.

PART – B

A) Very short answer 15x2 = 30

B) Answer any fifteen questions

11. a) Eggs of hen hatch after ------------- days ( 21/31)

b) In honey comb there will be only one ---------- (Queen bee / drone

bee )

12 . Analyses the table & fill it up.

Animal Application

Dog -------------

--------- Drawing of cart

Cow --------

-------------- For meat

II. True /False

13. a) The first set of teeth which grows when a baby is about one year is

known as milk teeth. ( True /False)

b) Number of permanent teeth is 36 (True /False

14. Match the food with its nutrients

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a Rice protein

b. Chennasundal minerals

c. milks carbohydrates

d. Green Calcium

15. Draw the diagram of the given teeth & write its use.

Sl.No. Draw the diagram Name of teeth Use

1. ------------- Incisors -----------

2. ---------------- Molars -------------

16. Fill in the blanks.

a) ------------ is known as queen of teeth

b) Five kingdom classification was proposed by (R.H. Whittaker /

Carl Linnaeous .

17. Circle the odd man

1. a) Utricularia b) nepenthes c) opuntia d) Hibiscus

2. b) Bamboo b) eucalyptus c) Coconut d) bean

18. Draw hibiscus flower & mark its part.

19. Fill in the blanks

a) I am a hydrophytes -------------

b) I will grow in dessert ---------

20. Read the following & correct it

a) Chlamydomonas belongs to protista

b) All bacteria belongs to multi cellular organisms.

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21. Fill in the blanks

a) Intermolecular attraction in gas is ------------ than solids. (Lower,

greater)

22.Substances change from one state to another at different temperature.

Write down the name of A, B, C changes given in the equation.

Icecube --------A----- Water ------ B---- Water Vapour

-----------------------------------C--------------------------------------------

23. Write the odd man

a) Water, Milk, Honey, Ice cube

b) Hat, Table, Pencil, Juice.

24. Fill up the table

Sl.No. Unit of Length Unit of Area

1. cm ----

2. ------ mm2

25. Observe the following & answer the question

(Kerosene, Water, Honey)

a) Which fluid has less density the water?

b) Which fluid has greater density.

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26. Calculate the volume of the following pictures.

Picture

Each small cube is 1 cm, in length

27. Fill in the blanks

Unit of speed ?

? Ms 2

28. Fill in the blanks

Speed = Distance covered

?

Acceleration = Change in Velocity

?

29. Fill up

1km /hr = 5/18 m/s

Similarly 2 km/hr = ------------------- m/s

Take a graph sheet plot a graph using the following time & distance.

Time 10 15 20 25 30

Distance 10 20 30 40 50

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PART –C

a) Answer any one question from each section

b) Each question carries five marks 4x5 = 20

c) Draw diagrams wherever necessary

SECTION –A

31. Sericulture is one of the ancient occupations in India .

a) What is silk thread?

b) What are the different types of silk?

c)What are the different stages of silk worm?

32. a) Explain insectivores plant with example.

b) Write short notes on lichens

SECTION -B

33. Explain human digestive system with example.

34. List out the phylum & characters of animals

SECTION -C

35. Give Reasons

a) We can smell the scent of jasmine even from long distance why?

b) When salt is added to water, it becomes salt solution. But the its measure does not change why?

36. Given below are the things which Divya knows classify then into solid, liquid and gas.

Brick, Kerosene, milk, coconut oil, air, book, table, oxygen, carbon dioxide

SECTION -D

37. a) Draw a simple pendulum define the length of pendulum, oscillation,& amplitude.

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b) Explain the relation between, length of the pendulum,

oscillation & amplitude.

38. Two car A & B goes from Chennai to Trichy. The distance covered

by them at different time is given in the table below.

Sl.No. Time taken Distance in km covered

Car A Car B

1. 1. 30 50

2. 2. 60 100

3. 3 90 150

4. 4 120 200

5. 5. 150 250

Plot in the same graph, the distance time graph of the two cars.

a) What do you interpret from the graph?

b) Which car traveled fast?

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SUMMATIVE ASSESSMENT –MODEL QUESTION PAPER

SCIENCE

Standard VIII Marks = 60

Time : 2.30 hours

PART- A

I. Answer all questions.

1. The irrigation system where water falls drop by drop directly at the

position of the roots is----------

a) Furrow irrigation b) Basin irrigation c) Sprinter irrigation

d) Drip irrigation.

2. Of the following foods in daily life which is a preserved food.

a) poriyal b) Thur dal rice c) pickle d) Pasayam

3. Of the following which functions as endocrine and exocrine.

a) pituitary b) Pancreas c) Thyroid d) Adrenal

4. Out of the following which will you use to avoid spoilage of milk,

cured, home

a) Bureau b) Fridge c) micro oven d) Almirah

5. Cholera spreads because of

a) Air b) Dirty water c) Sperm d) Calcium

6. The element mostly found in Earth

a) oxygen b) Hydrogen c) Nitrogen d) Calcium

7. The valency of Fe in Fecl 3 is ------------------

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a) 2 b)3 c)0 d) 1

8. The SI unit of luminous intently is --------------

a) Kelvin b) Candela c) Radon d) Mole

9. An acre is =

a) 1 cent b) 10x10 cent c) 3x100 d) 1/43560 Sq.m

100 3

10. We know Pressure = force /area. Force of 50 N acts on a fluid.

So the fluid, experience a pressure. Find out the area upon which the

pressure acts.

PART –B a) Very short questions 15 x 2= 30 b) Answer any 15 questions

11. Fill up the blanks with the effects of application of genetic

engineering

Genetic engineering ----------, ---------,-----------, ----------, ----------

12. Classify the following based on the method of storage.

Apple, Wheat, Potato, Grape

Dry storage Wet storage

13. Match the following

a) Smoking ---------- cretinism’

b) Rapid cell division – pneumonia

c) Defeciency of Thyroid - Acromegaly

d) Pitutary - Cancer

14 .Give correct reasons for the following

a) Sprouted pulses is good for health

b) Smoking aggravates Asthma

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15.State whether the following personal hygiene and habits are true or

false.

a) Buying medicines without prescription when one is sick.

b)Wash hands before and after eating (True/False)

16.Fill up the correct answer.

a) The antibiotic extracted from the fungus penicillin (Penicillin

/Agarics)

b) Edible mushroom type – (Agaricus’ Campestis /Toadstool)

17. List out any 4 food items in your home spoiled by fungi

1.--------------------- 2.---------------- 3.--------------- 4.--------------

18. Draw the diagram of Aquarium and mark the following parts (Style,

Pileus)

19. Fill up the blanks.

a) Algal bloom leads to loss of species diversity which is known as -----

(Eutrophication, Pasteurization)

b) This is an example for saprophyte ------------- (Buccinia /Agricus)

20.Find out the harmful micro organisms, diseases caused by them

and fill up the blanks.

harmful micro organism Disease

Bacteria

21. Fill up the blank

a) The combining capacity of a element is -------------

b) --------------- is used to represent a symbol

22. Assertion

Calcium ( Ca) Combines with oxygen (O2) to form a compound ( Ca o)

Reason : The valency of calcium and oxygen is 2.

(A) Correct (R) Correct

(A) Wrong (R) Wrong

(A) Correct (R) Wrong

(A) Wrong (R) Correct

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23. Using the elements enclosed in circles frame formulas for few

compounds.

O H K C

Ca Hg Na Cl

24.Mach the following

Sl.No. Quantity Unit

1. Temperature Mole

2. Quantity of substance Kelvin

3. Mass Radian

4. Plane angle Kilogram

25. State whether the following are true or false.

a) We should not use plurals when we write the unit in words.

b) There should be a full stop at the end of a symbol for units

26. Draw and mark solid angle (Steradian) and plane angle (Radian)

27. Fill up the blanks

1. The unit of pressure is N/M2 . This can also be called as -------

(Joule/Pascal)

2. The formula for pressure is -------------

( P=hdg = P = A

hdg

28.Classify the following activities as contact force or noncontact force

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a) Lifting chair

b) Falling of a coconut from coconut tree

29. Swathi went by car to Ooty last week when the car was climbing

the mountain, her cars popped. She felt uneasy but after sometime.

She felt better. Why did her cars pop when she climbed the

mountain.

30.A rectangular storage tank is filled with paraffin. The height of the

tank is 2m. Density of paraffin is 800 Kg/m3. The value of g is

10N/m2 calculate.

a) the pressure at the bottom of the tank

the pressure at a depth of 1m.

PART –C

A) Answer any four questions choosing one from each section 4x5

=20

B) Each question carries 5 marks

C) Draw diagrams wherever necessary

SECTION - A

31. The population in India is more. Production is less. Suggest

methods to make food available for all.

a) method to increase production

b) Why there is an decrease in production when the same crop is

cultivated repeatedly.

32. Nutritious food is necessary for growing children

a) Why should seeds be sprouted?

b) How can seeds be sprouted in your house?

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SECTIONS – B

33. a) What is preservation of food?

b)Describe methods of preservation

34. a) Give the classification of angiosperms.

b) Give the differences of the above classification

SECTION -C

35. Water is made up of hydrogen and oxygen water is a liquid but

hydrogen and oxygen are gases. Hydrogen is easily combustible while

oxygen . Supports combustion. Water is used to extinguish fire. Answer the

following questions from the above passage.

a) What are the elements in water ?

b) Write one property of hydrogen

c) Write one property of oxygen

d) In which state do these elements exist?

e) Do the properties of water differ from hydrogen and oxygen?

36. Find the valency for the dement represented in the square box

O Mg N

H H Cl Cl H H H

Zn K

Cl Cl Cl

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SECTION –D

34. What are the conventions to be followed in writing the units in SI

system.

35. Kumaran went to shop near his house on a bicycle. The bicycle

made a lot of noise when the pedaled it. After coming home, he

applied some oil on some parts of the bicycle. Now there is no

noise. Why.

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Annexure – Assessment Activities

Descriptive indicators for some Assessment activities have been listed

out in the guideline of feature manual. Additional assessment

activities are provided for science subject. The suitable descriptive

indicators for these activities are given below.

Sl. No.

Assessment Activity

Descriptive indicators Marks

1. Project Content 2

Presentation 2

Accuracy in

information 2

Creativity 2

Completion of work in

time 2

2. Observation Observing skill 2

Interest 2

Skill in related to

content 2

Linking with life 2

Express in own style 2

3. Album Selection of picture 2

Content 2

perfection 2

Colouring sense 2

Completion of work in

time 2

4. Discussion Expressive skill 2

proper information 2

stage fearlessness 2

using of words 2

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body language 2

5. Exhibition Content 2

Presentation 2

Different variety of

things 2

Creativity 2

Team work 2

6. Experiment Aim 2

Materials Required 2

Procedure 2

Outcome of the

observation 2

Conclusion 2

7. Poster

presentation

Content 2

presentation 2

Validity of information 2

Creativity 2

Relavance to daily life 2

8. Classification,

Sequencing,

Tabulation

Content 2

Understanding of steps 2

Accuracy in tabulation 2

Presentation 2

Creativity 2

9. Play way method Interest 2

Involvement of group 2

participation 2

Relating to content 2

Completion of work in

time 2

10. Activity based

learning and

simple activity

Interest 2

Involvement 2

Handling of tool / 2

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apparatus

orderliness 2

Learning out come 2

11. Scrap Book Content clarity 2

creativity 2

presentation 2

colour sense 2

learning out come 2

12. Group discussion Participation 2

Registering idea or

opinion 2

Listening 2

Sharing of opinion in

the group discussion 2

Outcome of opinion

discussion 2

13. Assignment Content clarity 2

Additional information 2

Perfection 2

Presentation 2

Completion of work in

time 2

14. Drawing Interest 2

Drawing skill 2

Perfection in shape,

size and completion 2

Labelling of parts 2

Colour sense 2

15. Work sheet Interest 2

Involvement 2

Correctness of

information 2

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Perfection 2

Completion of work in

time 2

16. Survey card Collection of Data 2

Recording the data 2

Analyzing the data 2

Concept clarity 2

Learning out come 2

17. Herbarium Interest 2

Collection 2

Method of pressing and

drying 2

Pasting properly on the

cardboard 2

Recording data 2

18. Presentation of

scientific concept

Interest 2

Definition 2

Example or illustration 2

Use of science 2

Use in daily life 2

19. Comparative

learning

Comparative statement 2

Statistical data 2

Tabulation 2

Learning outcome 2

Involvement 2

20. Field trips Participation 2

Observation 2

Recording 2

Presentation 2

Learning outcome 2

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I. Assignment

1. Relevant to the content

2. Include additional information

3. Express creativity

4. Should be in 4 pages

II. Album

1. Should have a title

2. Details of the picture

3. Usage of the picture should be written

4. Suitable number of pages with the number of picture

III. Scrap Book

1. Should have the paper clippings. eg. Newspaper, weekly,

magazines, etc.,

2. Should have a title

3. Suitable number of pages with the number of clippings.

IV. Practical Record

1. Experiment number .......................

2. Date ..............................................

3. Objective........................................

4. Material required ...........................

5. Procedure .....................................

6. Inference ......................................

7. Drawing and tabulation should be done on the left side. The procedure of the experiment on the right side.

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V. Mind map

1. Suitability of mind map

2. Then teacher keeps the mind map in the individuals file

3. Individuals file should be kept in a box (saree box or Banian Box with photo).

VI. Project

1. Science topic may be given by the teachers or choosen by the students.

2. Suitable picture should be pasted

3. It must have a utility value in day to day life

4. They should write merits and demerits.

VII. Debate / Discussion

1. Title should be content related

2. Prior preparation should be done

3. Relevant information to be given

4. Teacher should supervise

5. Student should be assigned on the following tasks.

a. Speaker

b. Chart display

c. Time duration

d. Recording

e. Black board display

f. Gathering information

g. Ensuring positive comments.

VIII. Models

1. Content related models alone should be given

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2. Model should be made from the simple no coast and pollution free

product.

3. The students should explain the models in the class.

IX. Field visit

1. Teacher must plan in advance

2. Students safety is very important

3. Photos and proper record must be prepared.

X. Story writing

1. To write about the recent scientific discoveries and inventions

eg. Journey of water, air, biography of rain.

2. Best stories should be rewarded

XI. Drawing

1. Drawing must express creativity eg: if amoeba has arms and legs.

2. Drawing of the experiment apparatus should be done.

3. Drawing chart should be displayed on the wall.

XII. Science Dictionary

1. To understand the meaning of scientific terms found in the text

book. Using a dictionary eg: magnet, elements, amphibians.

2. If necessary, they can refer English dictionary.

XIII. Role play

1. Performed in Groups

2. Detailed information must be expressed in different roles eg:

Biography of Thomas Alva Edison.

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