Continuous and Comprehensive Evaluation - Kalvisolai

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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 1


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.

2

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, coscholastic 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

3

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

10.

Assessment activities

11.

Formative Assessment (b) model questions

12.

Summative Assessment - Question Pattern

9

34 101

127 Blue print 13.

Summative Assessment - model Question Papers

136

14.

Annexure - List of Activities for Assessment

150

4

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. 1

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. 2

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 cooperative

attitude,

thinking, problem solving, developing

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 3

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.

4

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. 5



It inculcates in them the practical attributes of everyday life such as content www.kalvisolai.com | 10 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 6

of each term for 60 marks. The blue prints and model question papers for |each www.kalvisolai.com 11 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

1x6=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

7

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.

8

www.kalvisolai.com | 13 Formative Assessment Activities given in Textbook

Class: 6

Subject:

Biology

Unit

Unit-1

Unit 2

Topic

The world of plants

Food habits

Individual/

Inside/Outside

FA (a)

Group

classroom

FA (b)

Activity 1.1 Page No 80

Individual

Inside

FA (a)


Individual

Outside

FA (b)


Individual

Outside

FA (a)

Activity 1.4. Page No 86

Individual

Outside

FA (a)


Individual

Outside

FA (a)


Individual

Inside

FA (a)


Individual

Outside

FA (b)


Group

Inside

FA (a)


Individual

Inside

FA (b)

Details of Activities

9

www.kalvisolai.com | 14 Unit 3

Unit 3

Unit 4

Changes around us


Group

Inside

FA (a)


Individual

Inside

FA (b)


Individual

Inside

FA (a)


Individual

Inside

FA (a)


Individual

Inside

FA (a)


Individual

Outside

FA (b)


Individual

Inside

FA (a)


Individual

Inside

FA (a)


Individual

Outside

FA (a)


Group

Inside

FA (a)


Group

Outside

FA (a)


Individual

Inside

FA (b)


Group

Inside

FA (a)

Changes around us

Measurement and Motion

10


Unit 5

Magnetism


Individual

Inside

FA (a)


Individual

Inside

FA (a)


Individual

Inside

FA (a)


Group

Outside

FA (a)


Individual

Outside

FA (a)


Individual

Outside

FA (a)


Group

Outside

FA (a)


Individual

Outside

FA (a)


Individual

Outside

FA (a)


Group

Inside and Outside

FA (a)


Group

Inside and Outside

FA (a)

11

www.kalvisolai.com | 16 Class - 6

Lesson: Biology

Additional Activities Individual/ Inside/

Unit

Lesson

Activity

Outside

Group

FA(a)

Activity

FA(b)

Activity Unit 1

The world of plants

Make the students to bring the materials that they use from

Inside

Individual

FA(a)

Inside

Individual

FA(a)

Inside

Individual

FA(a)

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 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?

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.

12

www.kalvisolai.com | 17 

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

Outside

Group

FA(a)

Outside

Group

FA(a)

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

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

13

www.kalvisolai.com | 18 Class 7

Unit

Unit-1

Topic

Animals in Daily Life

Individual/

Inside/Outsid

FA (a)

Group

e classroom

FA (b)


Individual

Outside

FA (a)


Individual

Inside

FA (b)


Individual

Outside

FA (a)


Individual

Outside

FA (a)


Individual

Inside

FA (b)


Individual

Inside

FA (a)


Individual

Inside

FA (b)


Group

Inside

FA (a)


Individual

Inside

FA (b)


Individual

Outside

FA (a)


Food habits

Unit 2

Nutrition in Plants and animals

14


Unit 3

Unit 4

Unit 5


Individual

Inside

FA (a)


Individual

Outside

FA (a)


Individual

Inside

FA (a)


Individual

Inside

FA (a)


Individual

Outside

FA (a)


Individual

Inside

FA (a)


Individual

Outside

FA (a)


Individual

Inside

FA (a)


Individual

Outside

FA (a)


Individual

Inside

FA (b)


Individual

Inside

FA (a)


Individual

Inside

FA (a)

Plant Morphology

Basis of Classification

Matter in our

15

www.kalvisolai.com | 20 surroundings

Unit 6


Individual

Inside

FA (a)


Individual

Inside

FA (a)


Individual

Inside

FA (a)


Individual

Outside

FA (a)


Individual

Inside

FA (a)


Individual

Outside

FA (a)


Individual

Inside

FA (b)


Individual

Inside

FA (b)


Individual

Inside

FA (b)


Individual

Inside

FA (b)


Individual

Inside

FA (b)


Individual

Inside

FA (b)

Measurement

16


Unit7

Motion


Individual

Inside

FA (b)


Individual

Outside

FA (a)


Individual

Inside

FA (b)


Individual

Inside

FA (b)


Individual

Inside

FA (b)


Individual

Inside

FA (b)


Individual

Inside

FA (b)


Individual

Inside

FA (b)


Individual

Outside

FA (a)


Group

Inside

FA (b)


Group

Inside

FA (b)

17

www.kalvisolai.com | 22 Class 7

Unit

Unit I

Biology

Topic

Additional Activities


Subtopic:

Scrap Book

Sericulture

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

Individua

Inside/Outs

l/

ide

Group

classroom

Individual

Inside

FA(a)

Individual

Inside

FA(a)

Individual

Inside

FA(a)

FA (a) FA (b)

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. Unit 2

Nutrition of plants

Preparation album

and animals

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

18

www.kalvisolai.com | 23 placed the picture card correctly. Unit 2

Subtopic

Fill the blanks in the equation

Photosynthesis

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.

19

Individual

Inside

FA(b)

www.kalvisolai.com | 24 Subtopic Unit 2

Saprophytes

Saprophytes? Parasites? Put a √ mark S.No

Name

1

Louse

2

Lice on dogs

3

Mosquito

4

Cuscutta

5

Mushroom

Saprophyte

Individual

Inside

FA (b)

Individual

Inside

FA (a)

Parasites

Parasites

Unit 2

Human digestive

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

system

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

20

www.kalvisolai.com | 25 To know the use of human digestive system- ( Work Sheet) (Fill it using the work sheet) Parts of digestive

Activities

system 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---------

21

Individual

Inside

FA (b)

www.kalvisolai.com | 26 Unit 3

Sub topic Parts of plants

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

Individual

Inside

FA (a)

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

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

Individual

Inside

FA (b)

Outside

FA(a)

Outside

FA(a)

Inside

FA(a)

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

Root

Stem

modification

modification

Carrot Radish Beetroot Sweet Potato Potato Ginger Sugarcane Subtopic

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

Plant morphology

basis of root,leaf,fruit and seeds

Various habitat of

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

plants

hydrophytes,mesophytes and xerophytes

Plant kingdom

Bring a hydrophytes or a stem of a lily from a flower shops and a part of Individual opuntia.With the help of a teacher, dissect and list out the adaptation

22

Individual

www.kalvisolai.com | 27 Parts of plants

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

Inside

FA(a)

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


Inside/ Unit

Topic


Individual/

Outside

FA (a)

Group

classro

FA (b)

om Write down the shapes of different objects and the formula for

Unit 7

finding its area Make the students write formula for regular objects. Paste it in classroom and make the students to recall it daily Measurement

Individual

Outside

FA (a)

Individual

Inside

FA (a)

Individual

Inside

FA (b)

Evaluation 1.Area= --------X-----------unit of area=--------------2.------- =BaseXheight

slip test

unit of volume is = 3.Density = MassX---------

23

www.kalvisolai.com | 28 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

Unit of

length

area

1

cm

----

2

------

mm2

3

Ft

II.Match the following

1.mm

-∏ r2

2.1m

-2.47 Acres

3.1 hectare

-cubic mm

4.cm

-3.28ft

Slip test

Individual

Outside

FA (a)

Individual

Inside

FA (b)

5.Area of a circle- cm3

Unit VII

Motion

I Fill up ? 1.Speed =distance covered/ --------

24

www.kalvisolai.com | 29 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

25

www.kalvisolai.com | 30 Chemistry Motion of molecules can be understood by the following V

Matter surrounding us

activity. Ask your friend to burn joss stick at one end of your classroom. Stand at a distance away from your friend. Can you

Group

Inside

FA (a)

smell the scent?

Class 8

Biology -Text book Activities

Unit

Topic

Unit 1

Crop Production and management

Pictorial Unit 3

Individual/

Inside/Outside

FA (a)

Group

classroom

FA (b)

Activity 1.1 Page 135

Individual

Outside

FA(a)


Individual

Outside

FA(a)


Individual

Inside

FA(a)


Group

Inside

FA(a)


Individual

Outside

FA(a)


Individual

Inside

FA(a)


Individual

Outside

FA(a)


Picture of Plant Kingdom

26


Unit 4


Individual

Outside

FA(a)


Individual

Inside

FA(a)


Individual

Outside

FA(a)

Micro


Individual

Inside

FA(a)

Organisms


Individual

Outside

FA(a)


Group

Inside

FA(a)


Individual

Inside

FA(a)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Group

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)

Elements and Unit 5

compounds around us

27


Unit 6

Unit 7

Measurement

Force and Pressure


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Outside

FA(a)


Group

Outside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Outside

FA(b)


Individual

Outside

FA(b)


Individual

Outside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)

28

www.kalvisolai.com | 33 Activity 7.10 Page No 227

Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(b)


Individual

Inside

FA(a)


Individual

Outside

FA(a)


Individual

Outside

FA(a)

Class 8

Unit

Unit 1

Biology

Topic



Crop production

Group Debate

and management

Natural manure and chemical fertilizers are used for providing necessary and

Individual/ Group Group

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

29

Inside/ Outside classroom Inside

FA (a) FA (b) FA(a)

www.kalvisolai.com | 34 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

30

Group

Outside

FA(a)

www.kalvisolai.com | 35 1.spinach

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

--------

2.---------

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

----------

3.---------

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

--------

1.Mango

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

-----------

2.---------

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

-----------

3.---------

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

-----------

Name of the fruit

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

Group

Outside

FA(a)

Individual

Outside

FA(a)

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. Age of

Sub topic

adolescence

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)

31

www.kalvisolai.com | 36 Sub topic

In order to develop the skill of personal hygiene the students

Individual

FA(a)

Outside

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

Inside/

has to explain the guidelines given by WHO in washing hands( Celebrate ‘World hand washing day’ every year on October 15)

Divide the students into groups. Ask them to write slogans

Group

Inside

FA(a)

Group

Inside

FA(a)

Individual

Inside

FA(a)

about awareness of harmful activities. Sub topic

Example “ Smoke is a foe”

Harmful Effects of smoking

Ask groups to gather symptoms, prevention, types and ways of curing cancer. Prepare a poster with collected picture, information and present it.

Sub topic

Keep coconut pieces and wet bread pieces for few days in a dark room. Place the grown darkened /whitened portion grown

Plant Kingdom

on the coconut/bread pieces on the slide and view it through the microscope. Draw the diagram of fungi

32

www.kalvisolai.com | 37 Sub topic

Observe the cross section of a dicot stem using compound

Individual

Inside

FA(a)

Individual

Inside

FA(a)

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

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.

33

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

:

1. Magnet, iron fillings

required

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

beaker.The

powder

solution

to

will

water be

in

yellow

a 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.

photosynthesis.

The

This

helps

knowledge

of

in this

science is Botany. 5. The fourth group has to collect the insects. 34

Ex.

Housefly,

Observing the

Cockroach,

butterfly

etc.

structural organisation is www.kalvisolai.com | 39

zoology. Conclusion

:

Learnt the branches of science

Remedial

:

1. Collect a few materials used in our daily life

Activities

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

35

Method of

:

Poster Preparation


assessment Aim

:

To know the uses of plants

Materials

:

Chart and colour pencils

:

1. Divide the students into 4 groups

required Procedure

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

:

1. The teacher may ask the students to collect

Activities

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.

******

36

Assessment Activity- 3

www.kalvisolai.com | 41 Max Marks:10

Class: 6

Time Duration: 20 minutes

Topic

:

World of plants

Activity

:

Individual activity

Method of

:

Project work

:

Preparation of herbarium with the useful parts

assessment Aim

of the plants. Materials

:

required Procedure

Root, stem, leaf, flower, fruit, chart, gum, old newspapers.

:

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. :

37

Conclusion Remedial

:

Activities

www.kalvisolai.com | 42 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

Activity

:

Group activity

Method of

:

Learning by doing.

Aim

:

To know how to prevent heart disease / attack.

Materials

:

1. Inch tape (or) Metre Scale

assessment

required

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. 38

d) To avoid the fried food items. e) No smoking habit / To avoid www.kalvisolai.com smoking. | 43 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

39

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

Activity

:

Group activity

Method of

:

Tabulation

Aim

:

Knowing about balanced diet.

Materials

:

1. Note pad 2. Pen

:

1. Divide the students into 4 groups

assessment

required Procedure

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

:

1. The students may visit the Anganwadi (ICDS)

Activities

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 40

discuss. Life Skills

:

www.kalvisolai.com | 45 Knowing about decision making is developed.

******



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 41

developed.

www.kalvisolai.com | 46 Science- Chemistry Assessment Activity- 7 Class: 6 Lesson: 1


Topic

:

Activity

:


:

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 around us Group activity

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 42

making skills are to be assessed and recorded.

www.kalvisolai.com | 47 Assessment Activity- 8 Class: 6


Topic

:

Changes Around us

Activity

:

Individual activity

Method of

:

Playway method

:

To enable the students to understand the

assessment Aim

reversible changes. Materials

:

Piece of Paper

:

1. Ask the students to make a small paper

required Procedure

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.

******

43

www.kalvisolai.com | 48 Assessment Activity- 9 Class: 6


Topic

:

Activity

:

Group Activity


:

Experimenting

Aim

:

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

Materials required

:

1. 2. 3. 4. 5.

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.

Changes Around us

Sodium Hydroxide Pellets; Slaked lime (cao); Ammonium Chloride Beaker & Test tubes Water

Experimenting Substance 1) 2)

44

Inference (Exothermic / Endothermic Change)

3)

www.kalvisolai.com | 49 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

:


Activity

:

Individual activity

Method of

:

Learning by doing

:

To enable the students to measure the length

assessment Aim

and represent it with its units. Materials

:

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

:

By using different materials students are asked

required Procedure

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. 45

Conclusion

:

1. By doing the above activity students not only learnt about measuring the length but also www.kalvisolai.com | 50 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. ******



Topic

:

Activity

:

Method of

:

Group discussion

:

To enable the students to tabulate the different

Measurement and Motion Individual / Group activity

assessment Aim

activities events with respect to time duration. (Units of times) Materials

:

required Procedure

Activities and events mentioned in the procedure given below.

:

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 46

should

discuss

among

themselves the time taken to complete the below mentioned activities andwww.kalvisolai.com events and | 51 record the same in their related units. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Time taken for bathing Duration of sleep Working hours of your school Time taken to blink your eyes. Time taken for ripening of fruits Time taken for a plant to grow into a tree. Time taken for curdling of milk Time taken to weave a saree. 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

Events /

Events /

Events /

Events /

Activities

Activities

Activities

Activities

Activities

occuring in

occuring in

occuring in

occuring in

occuring in

seconds

minutes

hour

month

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 47

clarify their doubts. Life Skills

:

www.kalvisolai.com | 52 Co-operative skill or collaborative skill are assessed. Science - Physics Assessment Activity- 12

Class: 6


Topic

:


Activity

:

Group activity


:

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 hand Foot Centimetre span

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. 48

Conclusion

:

1. Student learn how to measure the length and breath is terms of foot, handspan, www.kalvisolai.com | 53 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


Topic

:


Activity

:

Individual activity

Method of

:

Field Trip

:

1. To enable

assessment Aim

the students to identify the

movable and immovable objects 2. Guiding the students to differentiate between “Rest” and “Motion”. Materials

:

required Procedure

Materials required to register their observations during their field trip.

:

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 49

are at “motion” and stationary objects are at


“rest”. Conclusion

:

1. Through the field trip, difference

between

understand the

moving

objects

and

stationary objects. 2. During the field trip keen observation skills are developed. Remedial

:

Activities Life Skills

Teacher may assist the students

who are

not clear by simple known examples. :

Keen observation skill is assessed. ******



Topic

:

Magnetism

Activity

:

Individual activity

Method of

:

Play way method

:

To enable the students to understand about the

assessment Aim

repulsion and attraction between the poles of a magnet. Materials

:

required Procedure

Two Bar magnets, three pencils (cylindrical in shape) or three cylindrical sticks.

:

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 50

nature (same poles) then there will be a replusion between the magnets. Thus the www.kalvisolai.com | 55 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

:

Project method

:

To enable the students to find the direction

assessment Aim

using the magnetic compass. Materials

:

Magnetic compasses

:

1. Teacher should split the class into four

required Procedure

groups. 2. Each group has to be given a magnetic 51

compass. 3. Ask the students to identify the directions www.kalvisolai.com | 56 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


Topic

:

The role of animals in daily life

Activity

:

Individual activity

Method of

:

Tabulation, group discussion

Aim

:

To know the names and uses of animals

Materials

:

Picutres of various animals

:

1. Observe the pictures of pet animals closely.

assessment

required Procedure

52

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 ******


Max Marks: Time Duration: 4 days

Topic

:

Role of animals in everyday life

Activity

:

Individual activity

Method of

:

Method – Preparation of an album.

:

To know the life cycle of silkworm and to know

assessment Aim

53

about fabric.


: Materials

Pictures on the life cycle of silkworm, varieties

required

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.

54

Life Skills

:

Creativity is developed.


******


Max Marks: 10 Time Duration: 2 days

Topic

:

The role of animals in daily life

Activity

:

Individual activity

Method of

:

Collection of pictures, tabulation and

assessment Aim

submission :

To collect the pictures of animals found in the sanctuaries of Tamil Nadu tabulate it and prepare an album.

Materials

:

A map of Tamil Nadu, Pictures / Photos

:

1. Take an empty map of Tamil Nadu and mark

required Procedure

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

55

class. 2. The teacher may allow the students to watch www.kalvisolai.com | 60 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


Topic

:

The food for plants and animals

Activity

:

Individual

Method of

:

Analysis

:

To know about the heterotrophic nutrition in

assessment Aim

animals. Materials

:

Bread or coconut pieces, Microscope, slides

required 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 56

outgrowth inside it. Can you name it? 3. Using

a

needle

collect

these spongy www.kalvisolai.com | 61

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


Topic

:

The Nutrition in plants and animals

Activity

:

Individual 57

Method of

:

Work sheet preparation.


assessment Aim

:

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

Materials

:

Photos of pet animals or cattle. The specimens

required

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.

Name

No. 1.

Louves

2.

Lice on dogs

3.

Mosquito

4.

Cuscuta

5.

Mushroom

58

Parasite

Saprophyte

Remedial

:

1. The lice on dogs living on the animals derive their food from the host. So,www.kalvisolai.com it is called | 63

Activities

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

Activity

:

Individual activity

Method of

:

Experimentation

:

To know that starch is prepared during photo

assessment Aim

synthesis. Materials

:

Leaves, Iodine solution a stainless steel / silver

59

required Procedure

vessel. :

| 64 1. Take a steel vessel and (keep it www.kalvisolai.com 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. 60


******



Topic

:

Nutrition of plants and Animals

Activity

:

Individual activity

Method of

:

Drawing, worksheet completion

:

To draw the digestive system and labelling the

assessment Aim

parts. To observe and complete the worksheet. Materials

:

required Procedure

Picture of the human digestive system and worksheet.

:

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 61

properly. 4. The teacher may ask the students to draw www.kalvisolai.com | 66 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.

Parts of the digestive

No.

system

1.

Teeth

Functions 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 ---------62


Information

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

collection

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

Sunday

Morning

Morning

Morning

Morning

Morning

Morning

Father Mother Brother Sister Self Others

******



Topic

:

External features of the plant

Activity

:

Individual activity

Method of

:

Preparation of a herbarium

:

1. To know the different types of arrangement

assessment Aim

of leaves. 2. To know the functions of the leaf Materials

:

The leaves in the surrounding place, Newspaper

63

Night

Saturday

Night

Friday

Night

Thursday

Night

Wednesday

Night

Tuesday

Night

Monday

Night

Family

members

Days

Morning

chart

required Procedure

:

www.kalvisolai.com | 68 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. ******


Max Marks: 10 Time Duration: 1 day

Topic

:

External features of plants

Activity

:

individual activity

64

Method of

:

Collection, Tabulation


assessment Aim

:

To differentiate the root and stem modification.

Materials

:

Different types of roots and stem modified

required Procedure

plants, tubers and roots. :

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

1.

Carrot

2.

Raddish

3.

Beet root

4.

Ginger

5.

Potato

6.

Turmeric

7.

Sugarcane

8.

Root of

Root

Stem

modication

modication

banyan tree

65

Type

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. ******


Max Marks: Time Duration: 1 day

Topic

:

External features of the plant

Activity

:

Individual activity

Method of

:

Observation, Tabulation, Classification

:

To observe the plants in our surrounding and to classify

assessment Aim

them. Materials

:

CDs on nature (only if required)

66

required Procedure

:

www.kalvisolai.com 1. Note down the names of the plants in your locality | 71 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

:

1. The teacher may ask the students to observe the

Activities

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

Meso

Desert

Plant

phytes

Plants

1. 2. 3. 4. 5. 6. 7. 8. 9. 67

Herbs

Shrubs

Trees

10


Life Skills

:

Critical thinking is developed

******


Max Marks: 10 Time Duration: 2 period

Topic

:

Classification of animals

Activity

:

Individual

Method of

:

Tabulation

:

1. To identify the living organisms easily.

assessment Aim

2. To know the similarities and differences among different animals. 3. To know the arrangement of simple to complex animals. Materials

:

Preserved specimens, Photos

:

1. Distribute the following table to the students.

required Procedure

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 68

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.

Phyllum

No. 1.

Porifera

2.

Coelenterata

3.

Platyhelminthes

4.

Aschelminthes

5.

Annelida

6.

Arthropoda

7.

Mollusca

Characteristics

69

Example

8.

Echinodermata

9.

Chordata


Write down the characteristics of the animals in the tabular column given below.

Sl.

Characteristics

No. 1.

Pisces

Amphibiars

Reptiles

Aves

Mammals

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

******



Topic

:

Matter in our surroundings

Activity

:

Individual Activity

Method of

:

Album Preparation

:

1. To enhance the skill of differentiating solids,

assessment Aim

70

liquids, gases. 2. To enhance students creativity www.kalvisolai.com | 75 Materials

:

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

:

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

:

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

required


******


Max Marks: 10 Time Duration: 7 Minutes

Topic

:

Matter in our surroundings

Activity

:

Individual Activity


:

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. 71

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.

******



Topic

:

Matter around us

Activity

:

Individual / Group activity

Method of

:

Activity based worksheet

:

1. To

assessment Aim

understand

that

liquids

cannot

be

compressed 2. To know that gases can be compressed. Materials

:

required Procedure

Syringe – 2 nos, Water, Cork / Paper bits / Cello tape

:

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 72

easy to press. Remedial

:


www.kalvisolai.com | 77 The teacher may explain by associating with life experiences and make them understand.

:

Reasoning ability and decision making skill is to be developed through this activity.

******

SCIENCE - PHYSICS Assessment Activity- 29 Class: 7


Topic

:

Motion

Activity

:

Individual Activity

Method of

:

Learning by Comparing

:

Make the students to calculate the speed of

assessment Aim

vehicles. Materials

:

Graphsheet, Data, etc.,

:

1. Teacher should write the table given below

required Procedure

on the black board. 2. Speed of three vehicles namely A, B, C is given below. 3. Distance travelled

Sl.

Time

No.

taken (hrs)

1. 2.

Vehicle

Vehicle

Vehicle

A

B

C

1

20

50

40

2

40

100

80

73

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?

Conclusion

:

Speed of Vehicle A

= 20 km/hr

Speed of Vehicle B

= 50 km/hr

Speed of Vehicle C

= 100 km/hr

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


Topic

:

Measurement

Activity

:

Individual Activity


:

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 74

the weight of the balls. Conclusion

:

students learn that the mass and the volume of www.kalvisolai.com | 79 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.

******



Topic

:

Measurement

Activity

:

Group Activity

Method of

:


:

To enable the students to understand that

assessment Aim

lighter objects will float on water and denser objects will sink in water. Materials

:

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

:

1. Divide jar into four equal parts

required Procedure

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 75

denser than water will

sink in water. Remedial

:

Activities

www.kalvisolai.com | 80 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.

******



Topic

:

Measurement

Activity

:

Individual Activity


:


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 = Timetakenfor10Oscillations 10 5. Note the time taken for 15 oscillatings and 76

20 oscillations in seconds keeping the length of the thread as constant (80cm) www.kalvisolai.com | 81 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 assessed.

nature,

cooperative

skills

are



Topic

:

Motion

Activity

:

Individual Activity


:

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 =

Conclusion

:

Distan cetravelled Timetaken

1. Students learn about definition for speed. 2. Students learn to list out the vehicles based 77

on their speed. Remedial Activities

:

1. Teacher may give a slip test based on names www.kalvisolai.com | 82 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


Topic

:

Crop production and management

Activity

:

Preparation of soil (Group activity)

Method of

:

Group discussion

:

To know the natural and artificial fertilizers /

assessment Aim

manures Materials required

:

1. Green manure 2. Vermi compost 3. artificial or man-made fertilizers (DAP, Urea)

78

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 79

Class: 8



Topic

:

Crop production and management

Activity

:

Individual activity

Method of

:

Observation

Aim

:

To know about the root nodules

Materials

:

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

assessment

required Procedure

3. Water :

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 solving skill are developed.

and

problem

******



Topic

:

Crop production and Management

Activity

:

Technology activity

Method of

:

Scrap Book

in

crop

80

production,

Individual

assessment Aim

:

To know about genetic engineering www.kalvisolai.com | 85

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 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.

about

information

on

******



Topic

:

Reaching the age of adolescence

Activity

:

Group activity

Method of

:

Group discussion

Aim

:

To know about sex determination

Materials

:

1. White beads 25 nos

assessment

required

2. Red beads 75 nos 3. Chalk piece box

Procedure

:

1. Make the students sit in a circle and give them a red bead 81

2. Now ask each of the student to take a red or white bead from the box of mixed beads. www.kalvisolai.com | 86 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

:

1. The teacher may explain the meiosis cell

Activities

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.



Topic

:


Activity

:

The harmful effects of smoking, Group activity

Method of

:

Poster making

Aim

:

To know the harmful effects of smoking

Materials

:

Chart, Colour pen, Pencil, Scale

:

1. Divide the students into groups

assessment

required Procedure

2. Each group should prepare a poster with a

82

(caption) Heading, pictures and information. (eg) smoking is injurious to health. www.kalvisolai.com | 87 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


Topic

:


Activity

:

Sprouting, individual

Method of

:

Experiment

:

To know about the nutritious food the sprouted

assessment Aim

pulses and grams. Materials required

:

Chick pea, green gram and wet cotton cloth or Plastic container

83

Procedure

:

1. Take anyone gram and clean and soak in water for 8 hrs. Then drain it and wrap the www.kalvisolai.com | 88 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.

******



Topic

:

Plant kingdom

Activity

:

Group activity

Method of

:

Field trip

Aim

:

To know about the mushroom culture.

Materials

:

Notepad, pen

assessment

84

required Procedure

:

1. Divide the students into groups.www.kalvisolai.com | 89 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

:

1. The teacher may ask the students to collect

Activities

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

******



Topic

:

Plant kingdom

Activity

:

Group activity

Method of

:

Experimental / Learning by doing

:

To

assessment Aim

know

about

85

the

monocotyledon

and

dicotyledon plants. Materials

:

required

www.kalvisolai.com | 90 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 86

monocotyledon and dicotyledon based on the


venation. Life Skills

:

Problem solving skills, team spirit is developed in children.

******



Topic

:

Plant kingdom

Activity

:

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


:

Learning by doing

Aim

:

To

know

the

cross 87

sectional

structure

of

dicotyledonous root, stem and leaves. Materials required

:

Dicotyledonous root, stem, leaves. Permanent www.kalvisolai.com | 92 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.

******



Topic

:

Microorganisms

Activity

:

Bacteria (4.1) (Individual)

Method of

:

Experimental learning

assessment 88

Aim

:

To know the making of curd.

Materials

:

Milk, Curd

:

1. Take a glass of warm milk


required Procedure

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

:

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.

:

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

Activities

Life Skills

******



Topic

:

Micro Organisms

Activity

:

Harmful microorganisms (Individual)

Method of

:

Album preparation 89

assessment Aim

:

www.kalvisolai.com | 94 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

:

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.

:

Creativity, stress management, reasoning ability

Activities

Life Skills

is developed.



Topic

:

Microorganism - Scientists

Activity

:

Album preparation (Individual) 90

Method of

:

Album preparation


assessment Aim

:

To

know

about

the

scientists

related

to

microorganisms and their discoveries. Materials

:

required Procedure

Micro organisms – pictures related to (scientists) micro biologists, Album.

:

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


91

Topic

:

Activity

:

Individual

Method of

:

Work sheet

:

To enable the students understand about the

Elements and compounds around us


assessment Aim

uses of elements. Materials

:

required Procedure

1. Periodic table 2. Picture chart on uses of elements.

:

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

:

Teacher may ask the students to compare the


uses of elements in day-to-day life. :

Problem solving skill and decision making skills are assessed.

******


Topic


:

Elements and Compounds 92

Activity

:

Group activity


:

Play way method

Aim

:

Guiding the students to understand 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.

www.kalvisolai.com | 97 and

******



Topic

:

Elements and compounds around us. 93

Activity

:

Individual Activity

Method of

:

Assignment method

:

To enable the students to understand the day-


assessment Aim

to-day materials chemical names, formulae and the components present in them. Materials

:

Book, Library, Website

:

1. Students should be asked to tabulate the

required Procedure

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

:

Teacher may bring the day to day materials to

Activities

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

94

Time Duration: 10 Minutes

Topic

:

Force and pressure

Activity

:

Pressure exerted by liquids Group activity


:

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.


******


Max Marks: 5

95

Time Duration: 10 Minutes

Topic

:

Force of Pressure

Activity

:

Group activity pressure)


:


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 explanation.

Life Skills

:

Problem solving skills and creativity skills are assessed.

www.kalvisolai.com | 100 (Measuring

repeat

the

Assessment Activity- 52

96

the

atmospheric

activity

with

Class: 8



Topic

:

Friction

Activity

:

(Effects of force and friction) Group activity


:

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. Acting Force

Sl. No.

State At rest

Nature of the force

1.

Dough kept in Pressing by hand the plate

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 While stretching it suspended on the nail

5.

Inflated balloon

Change in the state

Change in shape

Yes

Yes

No

No

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.

******


Class: 8



Topic

:

Force & Friction

Activity

:

Individual activity

Method of

:

Simple activity

:

To enable the students to understand that the

assessment Aim

effect of the force applied depends on the surface area. Materials

:

required Procedure

Bags with broad and narrow straps A-4 sheets; pencils; etc.,

:

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. 98

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.

******


Class: 8



Topic

:

Measurements

Activity

:

Group activity / Individual


:

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

1.

Length

2.

Weight

3.

Time

4.

Temperature

5.

Amount current

6.

Mass

7.

Intensity of height

8.

Plane Angle

9.

Solid Angle

SI unit

Symbol

of

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. 100

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.

******

101

FA(b) Model Question Paper for Assessment Zoology - VI std


Unit – I – The world of plants Time: 15 mts I. Choose the correct answer

Marks: 10 2x½=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

2x½=1

a. C i a a i c _________________ b. d a n s o l _________________ III.

Tick (√) the wrong pair a) Thanjavur – Paddy

1x1=1 b) Madurai – Jasmine

c) Kumbakonam - time IV.

Fill in the blanks

1x1=1

To purify our blood we have to eat this vegetable.-------------V.

Say True or False (√)

2x1=2

a. Ginger is the root of a plant. b. Banana fibre is extracted from coconut tree VI.

Match 1. 2. 3. 4.

Teak Cotton Willow Sandalwood -

4x1=4 craft cricket bat furniture dress

FA(b) Model Question Paper for Assessment 102

Zoology - VI std Unit – 2 – Food habits www.kalvisolai.com | 107 Time: 15 mts I.

Marks: 10

Choose the correct answer

2x½=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

2x½=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 (√)

4x½ =2

a. Tiger is a carnivorous animal b. Crow is a herbivore c. Gooseberry contains vitamin A d. Iodine deficiency causes Anaemia IV.

Match

4x1=4

1. Vitamin A -

Anaemia

2. Vitamin B

-

Rickets

3. Vitamin C

-

Night blindness

4. Vitamin D V.

Beriberi

Tick the wrong pair (√) A) Protein – Fish B) Cholesterol – Oil C) Carbohydrates – Vanaspati 103

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


Unit – I – Animals in daily life Time: 15 mts I. Choose the correct answer

Marks: 10 2x½ =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 II.

b) Drone

c) Servant bee

Rearrange the jumbled words. Find the hidden word.

2x1=2

a. a p u p ______ b. Kilsrowm ______ III.

Fill in the blanks

1x1=1

The name of the organisation that protects animals is ___________ IV.

Say true or false (√)

2x½=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

5x1=5

1. Queen of fibers

-

Broiler

2. Hens for flesh

-

Drone

3. Sterile bee

-

Jersey

4. Milk yielding

-

Collecting honey

5. Servant bee

-

Silk 104

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


Unit – II – Nutrition in plants and Animals Time: 15 mts I. Choose the correct answer

Marks: 10 2x1 =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

2x1=2

a. The nutrient found in egg __________ b. The nutrient found in rice __________ III.

Say true or false (√)

2x1=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

4x1=4

1. Autotrophic Nutrition

- mode of nutrition in animals

2. Insectivorous plant

-

Lichens

3. Holozoic nutrition

-

Nepenthes

4. Symbiotic plants

-

Photosynthesis

105

FA(b) Model Question Paper for Assessment www.kalvisolai.com | 110

Zoology - VII std

Unit – III – Plant Morphology Time: 15 mts I. Fill in the blanks

Marks: 10 2x½ =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

2x½=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

4x1=4

a. Waterplant

-

Cactus

b. Tree

-

kurunchi

c. Herb

-

Teak

d. Desert Plant - Vallisneria IV. Chosse the right answer

4x½=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 (√)

2x1=2

a. Raddish is a taproot modification.

(True / false)

b. Photosynthesis takes place in stem.

(True / false)

106

FA(b) Model Question Paper for Assessment Biology - VII std www.kalvisolai.com | 111 Unit – IV – Basic of classification Time: 15 mts I.

Marks: 10


1x1 =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

4x1=4

1. Ring rot disease

-

Man

2. Wilt disease

-

Apple

3. Fire blight disease -

Tomato

4. Plague

Potato

III.

-

Say true or false

2x½=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.

4x½=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 ___________ 107

FA(b) Model Question Paper for Assessment Biology - VIII std www.kalvisolai.com | 112 Unit – I – Crop production and management Time: 15 mts

Marks: 10

I. Choose the correct answer

2x1 =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

1x1=1

1. The technology that helps in promoting greater fruit and vegetable consumption of healthy nutrition _________________ III.Say true or false

2x½=1

1. Removing weeds by hands is the best method 2.Paddy and Wheat crops help to fix atmospheric Nitrogen. IV. Match the following

4x½=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 V.

-

Basin irrigation

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) 108

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

| 113 4. Basin Irrigation method followed in this field (left towww.kalvisolai.com 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

1x1=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. 2x½=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? 109

FA(b) Model Question Paper for Assessment Biology - VIII std www.kalvisolai.com | 114 Unit – II – Reaching the age of adolescence Time: 15 mts III.

Marks: 10


2x1 =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

1x1=1

1. The Adrenal cortex Secretes _________________ hormones which are responsible for adolescent growth spurt. V. Say true or false

3x1=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

4x1=4

1. Personal hygiene

-

Cancer

2. Sex determination

-

Daily bath

3. Smoking

-

Enriched with enzyme

4. Sprouted seeds

-

Chromosomes

110

FA(b) Model Question Paper for Assessment www.kalvisolai.com | 115 Biology - VIII std Unit – III – Pictorial Feature on Plant Kingdom Time: 15 mts

Marks: 10


5x1 =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 II.

b) Xylem

c) Parenchyma

d) collen chyma

Fill in the blanks

2x1=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

2x½=1

1. Angiosperms are largest group of flowering plants. 2. Castor plant’s monocot plant. IV.

Match the following

4x½=2

1. Algae

-

Fern

2. Bryophyta

-

Coconut tree

3. Pteridophyta

-

Spirogyra 111

4. Angiosperm

-

Riccia

www.kalvisolai.com | 116 FA(b) Model Question Paper for Assessment

Biology - VIII std Unit – IV – Micro organism Time: 15 mts

Marks: 10


2x1 =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

4x½=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

2x1=2

1. The bacteria cell is a prokaryotic cell. 2. The study of chlamydomonas is called bacteriology. IV. Match the following

4x½=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

2x1=2

1. Alexander Fleming ............................................................................ ......................................................................................................... 2. Ivanowsky ........................................................................................ 112

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


Physics – Class – 6 Lesson : Measurement and Motion Time : 30 Minutes

Marks : 15

I. Answer the following question in one or two sentence

5x1=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 ? ?

Metre

?

?

Units of Length

? ? ?

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

1. Thickness of 5 rupee coin

-

km

2. Breadth of classroom

-

cm

3. Distance between 2 towns

-

mm

113

4x½ =2

4. Height of your friend IV.

-

m

www.kalvisolai.com 5 x ½ =2 ½| 118

Choose the best answer 1. SI unit of length a) cm

b) mm

c) m

d) km

b) kg

c) mg

d) cg

b) 100 kg

c) 1 kg

d) 10 kg.

b) Minutes

c) Week

d) Day

c) 24

d) 1000

2. SI unit of mass a) k

3. One metric ton is ______ a) 1000kg 4. SI unit of time a) Seconds

5. One hour is equal to_______ Seconds a) 60 V.

b) 3600

Arrange the following units in ascending order

1x1 =1

1. Year, Second, Month, Microsecond, Hour, Minutes, Week, Milliseconds Lesson : Measurement and Motion Time : 15 Minutes

Marks : 15 ?

I. Fill up ?

2 ?

Moving in straight line

Spontaneous Motion ?

Moving in Circle

Motion ?

?

?

? ?

Moving back and front (or) right to left ?

114 ?

?

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 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

115

10

Lesson : Motion

www.kalvisolai.com Marks : 10 | 120

Time : 15 Minutes 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 1. This is a natural magnet a) Bar magnet c) Ring magnet

5 b) Horseshoe 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) 116

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)

?

?

Objects Attracted by magnet

?

?

?

? ?

? ?

(b)

?

?

?

Objects Objectsnot Attracted Attracted by by magnet magnet

? ? ?

Lesson : Measurement Time : 15 Minutes I. Match the following 1. Temperature 2. Amount of substance 3. Luminous Intensity 4. Mass 5. Plane angle 6. solid angle

Marks : 15 7 117

Candela kelvin kg Radian Mole metre

7. Length steradian II. Write the symbol of following fundamental units. Fundamental Units

III.

2


Symbol (Unit)

Temperature

-

Luminous Intensity

-

Amount of substance

-

Electric Current

-

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

118

Non contact force

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 c) Non Periodic

b) Irreversible 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? 119

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

3½

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

& Fast change

night 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) 120

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 121

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 .......... 122

3. A Symbol is a shortened form of the name of an ..... 4. The name of the element named after the planet Uranus is ……….. www.kalvisolai.com | 127 5. Iron is ......... III. Match the following

2½

a)1.Hydrogen

-

Mg

2.Copper

-

Na

3.Magnesium

-

H

4.Oxygen

-

O

5.Sodium

-

Cu

1. K

-

iron

2. Cl

-

Calcium

3. Ca

-

Nitrogen

4. Fe

-

Potassium

5. N

-

Chorine

b)

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

H

Mg

H

Cl

N

Cl

H

H

Zn

H

Cl

1 K

Cl

Cl

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

1½ H

K

C 123

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

10

10

90

100

4. Skill

Total

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

1. Section - A

Choose the best answer

1

2

10

10 x 1 = 10

15

15 x 2 = 30

4

4 x 5 = 20

20

3. Section - C

Short answer type

Total marks

10

2. Section - B

Very short answer type

No. of question to be answered

15

8

124

8

Total

38

29

60


Type of Very Short answer Sl. NO.

No. of questions

Types of Very Short answer

1.

3

Match the following Reasoning and proving Draw and label the parts Calculation (Problem Solving) Fill in the blanks Circles the odd True or False Tabulation Total question No. of question to be answer

2. 3. 4. 5. 6. 7. 8. 9. 10.

3 2 2 2 3 3 2 20 15

Section - C, Very Short answer Subject

No. of Question

Sl. No.

Part

1.

A

Botany

2

2.

B

Zoology

2

3.

C

Chemistry

2

4.

D

Physics

2

Lesson wise allotment of marks Branch Marks Sl. No.

%

1.

Botany

23

25

2.

Zoology

22

25

3.

Chemistry

18

20

125

50%

50%

4.

Physics Total

27

30

90

www.kalvisolai.com | 130 100

Unit wise allotment in 6th Std.

Units 1. The world of

Branches

No. of question MCQ VSA SA

Botany

plant 2. Food haibits Zoology 3. Changes Chemistry around us 4. Measurement and Motion Physics 5. Magnetism Total No.of Question No. of question to be answer

Total question

Total marks

3(1)

5(2)

2 (5)

10

23

2(1)

5(2)

2 (5)

9

22

2(1)

3 (2)

2 (5)

7

18

3(1) 2(1) 1(1)

3 (2) 4 (2)

1(5) 1(5)

10 (10) 10 (10)

20 (40) 15 (30)

27

8(40)

38

90

4(20)

29

60

1.

2.

3.

4.

5.

Units

Branchs

Plant morphology Basis of classification Animals in daily life Nutrition in plants and animals Matter in our

Botany - Zoology

No.

Unit wise allotment in 7th Std.

Chemistry

No. of Question MCQ VSA SA Total Qn.

Total Makrs

2 (1)

2 (2)

1 (5)

5

11

1 (1)

3 (2)

1 (5)

5

12

1 (1)

3 (2)

1 (5)

5

12

1 (1)

2 (2)

1 (5)

4

10

2 (1)

3 (2)

2 (5)

7

18

126

6.

Measurement

7.

Motion

Physic s

surrounding

Total No. of question

2 (1)

3 (2)

1 (5) www.kalvisolai.com 6 13 | 131

1 (1)

4 (2)

1 (5)

6

14

20 (40) 15 (30)

8 (40)

38

90

4(20)

29

60

10 (10)

No. of question to be answer

10 (10)

Unit wise allotment 8th Std. Total marks

No.

No. of Question Units

1.

Pictorial future of plant kingdom

2 (1)

2 (2)

1 (5)

5

11

Crop production management

1 (1)

3 (2)

1 (5)

5

12


1 (1)

3 (2)

1 (5)

5

12

Micro organism

1 (1)

2 (2)

1 (5)

4

10

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

10 (10)

20 (40)

38

90

10 (10)

15 (30)

29

60

2.

3.

4.

5.

Branchs MCQ VSA

Total No. of Question NO. of Question to be answer

127

SA

8 (40) 4 (20)

Total Qn.


Question Paper Blue Print 6th Std.

Unit No.

Lesson

Knowledge

Understanding

Application

Skills

(15)

(40)

(25)

(10)

Branch 1

2

1

The World of plant

Botany

1

1

2

Food habits

Zoology

2

3

Changes around us

Chemistry

4

Measurement and motions

Physics

Magnetism

Physics

5

3

1 1

2

5

1

2

5

1

2

1

2

1

1

1

1

1

2

1

1

1

1

1

2

1

1

1

1

1

1

1

1 1

Total No. of Question

Marks

5 10 9 7

1

23 22 18 13

6

Total

1

5

5

*(Total 85 marks including choice Questions)

128

1

1

1

7

1

5

1

2

4

1

3 2 4

6

38

14

90*


Question Paper Blue Print Class: 7th Std. No.

Units

Branch

1 1

Plant morphology

Botany

2

Basic of Classification

Botany

Animals in daily life

Zoology

Nutrition in plant & Animals

Zoology

Matter in our surrounding

Chemistry

6

Measurement

Physics

7

Motion

Physics

3

4

5

Total

Total Marks No. of Qn.

Knowle Under Applicat Skills dge standin ion g 2

3

1

1

1

1

2

5

1

2

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

5

5

129

1

1

1

7

5

1

5

1

2

5 5

1

5

1

1

5

4

1

2

1

7

1

1

6

1

1

1

1

6

4

3

2

4

38


Question paper Blue print 8th Std No. Units

Branch

Knowledge under Application Skills standing 1

1

2

3

4

5

Pictoriay Botany future of plant kingdom

1

Crop production & Management

Botany 1

Reaching in the age of adolescence

Zoology

Micro organism

Zoology

Elements & compound around us

Chemistry

6

Measurement Physics

7

Force and Pressure Total

2

3

1

1

2

5

1

2

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

Physics

5

5

1

1

130

1

7

5

1

5

1

2 5

Total Marks No. of Qn.

5

1

5

1

1

5

4

1

2

1

7

1

1

6

1

1

1

1

6

4

3

2 4

38

SUMMATIVE ASSESSMENT www.kalvisolai.com | 135 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 ? 131

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 11.

15x2= 30

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)

132

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

1. 2. 3.

133

Uses

21. Match the following. 1.

Changes that occur at

www.kalvisolai.com | 138 - Fast change

regular intervals of time 2.

Changes that occur for

- Non periodic change

few seconds or minutes - 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

134

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?

135

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?

136

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

137

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

138

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. 139

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.

140

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

141

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.

142

b) Explain the relation between, length of the pendulum, www.kalvisolai.com | 147 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?

143


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 -----------------144

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 = cent

a) 1

b) 10x10 cent c) 3x100

100

10.

d) 1/43560 Sq.m

3

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

13.

Wet storage

Match the following

a) Smoking ---------- cretinism’ b) Rapid cell division – pneumonia c) Defeciency of Thyroid d) Pitutary

- Acromegaly

- Cancer

14 .Give correct reasons for the following a) Sprouted pulses is good for health b) Smoking aggravates Asthma 145

15.State whether the following personal hygiene and habits are true or| 150 www.kalvisolai.com 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? 148

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

H

H

Cl

Zn

Cl

N

Cl

K

Cl

Cl 149

H

H

H

www.kalvisolai.com | 154 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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www.kalvisolai.com | 155 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.

Assessment

No.

Activity

1.

Project

Descriptive indicators Content

2

Presentation

2

Accuracy

in

information Creativity

time Observation

2

Interest

2

in

related

to

content

Album

2

Express in own style

2

Selection of picture

2

Content

2

perfection

2

Colouring sense

2

time Discussion

2

Linking with life

Completion of work in

4.

2

Observing skill

Skill

3.

2 2


2.

Marks

2

Expressive skill

2

proper information

2

stage fearlessness

2

using of words

2

151

body language 5.

Exhibition

2 www.kalvisolai.com | 156

Content

2

Presentation

2

Different

variety

of

things

6.

Experiment

Creativity

2

Team work

2

Aim

2

Materials Required

2

Procedure

2

Outcome

of

the

observation

7.

8.

9.

2

2

Conclusion

2

Poster

Content

2

presentation

presentation

2

Validity of information

2

Creativity

2

Relavance to daily life

2

Classification,

Content

2

Sequencing,

Understanding of steps

2

Tabulation

Accuracy in tabulation

2

Presentation

2

Creativity

2

Interest

2

Involvement of group

2

participation

2

Relating to content

2

Play way method

Completion of work in time 10. Activity learning

based Interest

2

and Involvement

simple activity

Handling 152

2

of

2 tool

/

2

11. Scrap Book

apparatus


orderliness

2

Learning out come

2

Content clarity

2

creativity

2

presentation

2

colour sense

2

learning out come

2

12. Group discussion Participation Registering

2 idea

or

opinion Listening

2

Sharing of opinion in the group discussion Outcome

of

opinion

discussion 13. Assignment

2 2

Additional information

2

Perfection

2

Presentation

2

time

2

Interest

2

Drawing skill

2

Perfection in

shape,

size and completion

15. Work sheet

2

Content clarity


14. Drawing

2

2

Labelling of parts

2

Colour sense

2

Interest

2

Involvement

2

Correctness information 153

of

2

Perfection

2 www.kalvisolai.com | 158

Completion of work in time 16. Survey card

17. Herbarium

Collection of Data

2

Recording the data

2

Analyzing the data

2

Concept clarity

2

Learning out come

2

Interest

2

Collection

2

Method of pressing and drying Pasting properly on the cardboard Recording data 18. Presentation

of Interest

scientific concept

19. Comparative learning

20. Field trips

2

2

2 2 2

Definition

2

Example or illustration

2

Use of science

2

Use in daily life

2

Comparative statement

2

Statistical data

2

Tabulation

2

Learning outcome

2

Involvement

2

Participation

2

Observation

2

Recording

2

Presentation

2

Learning outcome

2

154

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

156

2. Model should be made from the simple no coast and pollution free www.kalvisolai.com | 161 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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