Continuous and Comprehensive Evaluation - No 1 Educational ... · 1. Formative Assessment (a) is...

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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

www.kalvisolai.com | 1

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Teachers Manual Chair Person

Thiru.K.Devarajan, Director,


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,


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

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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 2.2. 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 3.6. Page No 110 Individual Outside FA (b)





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

Unit 4 Measurement and

Motion




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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


Group

Inside/Outsid

e classroom

FA (a) FA (b)

Unit-1

Animals in Daily

Life

Food habits


Activity 1.2 Page No 108 Individual Inside FA (b)






Activity 1.9 Page No 114 Group Inside FA (a)

Unit 2 Nutrition in Plants

and animals




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Unit 3 Plant Morphology





Unit 4 Basis of

Classification





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)








Unit 6

Measurement






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Activity 6.9 Page No 181 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


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



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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


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



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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...


Class : 7 Physics Additional Activities


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


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)


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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Unit 4 Micro

Organisms




Activity 4.4 Page No 187 Group Inside FA(a)

Unit 5

Elements and

compounds

around us


Activity 5.2 Page No 192 Individual Inside FA(b)





Activity 5.7 Page No 200 Group Inside FA(b)




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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 7.4 Page No 223 Individual Outside FA(b)







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Class 8 Biology Additional Activities


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)



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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



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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


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

scientist. Discuss the discovery of the scientists.



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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.


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.


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.


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

Topic : World of plants

Activity : Group activity


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: 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.

******


37



Topic : World of plants

Activity : Individual activity


: 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.

:


38

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.

******



Topic : Food Habits



: 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.


39

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


40

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.

******



Topic : Food habits



: 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


41

discuss.

Life Skills : Knowing about decision making is developed.

******



Topic : Food habits



: 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


42

developed.

Science- Chemistry


Class: 6 Lesson: 1

Max Marks:10 Time Duration: 10 minutes

Topic : Changes around us



: 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


43

making skills are to be assessed and recorded.



Topic : Changes Around us



: 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.

******


44



Topic : Changes Around us

Activity : Group Activity


: 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)


45

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.

******



Topic : Measurement and Motion



: 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.


46

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.

******




Activity : Individual / Group activity


: 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


47

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


48

clarify their doubts.

Life Skills : Co-operative skill or collaborative skill are assessed.

Science - Physics






: 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.


49

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





: 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


50

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.

******



Topic : Magnetism



: 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


51

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.

******


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

Topic : Magnetism



: 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


52

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



Topic : The role of animals in daily life



: 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.


53

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.


the name of their favourite animal in front of

their name. eg. Lion Ramesh, Deer Mani /

cheetah Mare.


the economic uses of animals and submit.

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

excreta.

Life Skills : Reasoning ability is developed

******


Class: 7 Max Marks: Time Duration: 4 days

Topic : Role of animals in everyday life



: Method – Preparation of an album.

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


54

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.


55

Life Skills : Creativity is developed.

******


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

Topic : The role of animals in daily life


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


56

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


Topic : The food for plants and animals

Activity : Individual


: 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


57

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)


Topic : The Nutrition in plants and animals



58


: 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


59

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)

******



Topic : Nutrition in plants and animals



: Experimentation

Aim : To know that starch is prepared during photo synthesis.

Materials : Leaves, Iodine solution a stainless steel / silver


60

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.


61

******


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

Topic : Nutrition of plants and Animals



: 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


62

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 ----------


63

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

******



Topic : External features of the plant



: 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


64

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.

******


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

Topic : External features of plants

Activity : individual activity


65


: 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


66

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.

******


Class: 7 Max Marks: Time Duration: 1 day

Topic : External features of the plant



: 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

******


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

Topic : Classification of animals



: 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


70

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

******


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

Topic : Matter in our surroundings

Activity : Individual Activity


: Album Preparation

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


71

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.

******


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

Topic : Matter in our surroundings

Activity : Individual Activity

Metho

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