continuous and comprehensive evaluation - no 1 educational ... · 1. formative assessment (a) is...
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Continuous and Comprehensive Evaluation
SCIENCE
Teachers Manual
Upper Primary (VI – VIII)
Prepared by
State Council of Educational Research and Training,
Chennai - 600006
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Teachers Manual Chair Person
Thiru.K.Devarajan, Director,
State Council of Educational Research and Training,
Chennai – 600006
Reviewers Dr.M.Palanisamy, Joint Director (Schemes), State Council of Educational Research and Training, Chennai – 600006
Dr.S.Kannappan, Joint Director (Admin), State Council of Educational Research and Training, Chennai – 600006
Coordinator Thiru.S. Manivel,
Assistant Professor, State Council of Educational
Research and Training, Chennai – 600006
Authors Dr.R.Ayyappan Senior Lecturer, DIET, Kaliyampoondi.
Mrs. S.Shameem, Senior Lecturer, DIET, Chennai.
Dr.Vincent De Paul, Senior Lecturer, DIET, Pudukottai.
Thiru.R.Loganathan, Senior Lecturer, DIET, Thiruvallur District.
Thiru.R.Vijayakumar Senior Lecturer, DIET, Ranipet, Vellore District.
Thiru. P.MANI, Lecturer, DIET, Ranipet Vellore District.
Thiru. P.Devarajan, BRC, Rayapuram, Chennai.
Thiru.V.Kalyanaraman B.T. Asst. PUMS -Viyamrthandapuram, Thiruvaruru District.
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Thiru. K. Devarajan Director,
State Council of Educational Research and Training,
Chennai- 600006 Foreword
If literacy increases stupidity
Shall diminish……
State Government has decided to implement continuous and Comprehensive
Evaluation in Std I to V from the academic year 2012 - 2013. The State has
taken its first step towards quality education by integrating CCE with the Trimester
Pattern reducing the burden of learning.
Tamil Nadu is the only state to have introduced CCE along with Trimester Pattern
across the country. Savoring the pride, SCERT has designed brought out guidelines for
the implementation of CCE, Guidelines for implementation of Trimester Pattern and
subject wise activity book for Primary and Upper Primary teachers.
There teacher manuals indicate student assessment activities. They not only
illustrate the activities but also provide necessary information to the teacher as to how he
/ she can measure the quality of learning achieved by every child in the school. CCE,
when implemented as per the suggestion of this manual, shall help teachers identify the
individual talents of the students and also their multiple skills. This shall help the
teacher to do the assessment all through the year comprehensively.
Under this innovative evaluation system, student’s scholastic activities, co-
scholastic activities, physical education, Yoga, behaviour, wellness and life-skills are also
assessed. As assessment is done covering all the above it is easy for the teacher to assess
the personality development of the students. Besides, there is enormous scope for
evaluating differently abled children according to their learning pace and by consciously
allowing some flexibility.
With warm wishes
Director
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Upper Primary Class
Science - Content
Sl. No. Title Page No.
1. Introduction 1
2. Guidelines for using the manual 1
3. List of Activities for Formative Assessment - FA(a) 4
4. Formative Assessment - FA(b) 6
5. Remedial Teaching 7
6. Summative Assessment – SA 7
7. Time Schedule 7
8. Steps and Methods of Assessment 8
9. List of Formative FA(a) & FA(b)
activities given in the Text Book and Additional activities
9
10. Assessment activities 34
11. Formative Assessment (b) model questions 101
12. Summative Assessment - Question Pattern
Blue print 127
13. Summative Assessment - model Question Papers 136
14. Annexure - List of Activities for Assessment 150
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CONTINUOUS AND COMPREHENSIVE EVALUATION
INTRODUCTION
Education is the knowledge which is the total integration of Physical, mental
and social development. The teacher and school play an important role in
providing "Life oriented education". The classroom activities should be designed in
such a way to promote learning and bring out the innate talents. Assessment is
essential to sustain students learning and to provide suggestions and guidance.
Learning takes place not only in school environment but also from their
environment, friends, parents and society. Hence, it is essential to adopt various
evaluation techniques for assessment.
Guidelines to use the teachers Manual
1. Activities suggested in the teachers manual are only for reference.
Teacher can modify them according to the classroom needs.
2. This manual has been prepared for all the lessons prescribed in Tamil
Nadu Government Text Book. Teacher can design and implement
similar or any other activities suitable to the local needs.
3. Teacher can also design / develop new activities according to their
class, based on the / suggestions given in the manual without
deviating the objectives of the formative assessment. To carryout the
assessment, the manual has different types of learning assessment
strategies and activities. Teacher may follow specific activities based
on the nature of content, expected learning outcomes, time duration,
number of students, available resources, etc.
4. Care to be taken during formative assessment so that students may
not feel it as a burden.
5. The main objective of formative assessment is to identify the areas of
difficulties in learning and take remedial steps to enhance learning
attainment. It enables the teachers and students to realize their stand
in the teaching learning process.
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FORMATIVE ASSESSMENT
1. It takes place during the course of learning.
2. It helps the teachers and students to know their level in the teaching
learning process and to enhance their learning attainment.
3. It helps to identify the difficulties in their learning and implement
remedial measures.
4. It provides scope to assess the learning activities and classroom
teaching continuously.
5. It helps the teacher to identify the level of their students in learning
and to design further learning activities to motivate learning.
FORMATIVE ASSESSMENT (a) AND (b) Formative assessment is implemented in two ways.
1. Formative Assessment (a) is the assessment on students involvement
and interest in performing learning activities. It does not test the
students’ knowledge. It can be conducted through each unit of
learning. This assessment is based on the teachers observations and
interaction. It focuses on students critical thinking and creativity. It
includes both individual and group assessment techniques.
2. Formative assessment (b) is an assessment taken either teaching a
part of the lesson (or) at the end of the lesson. It aides to know the
learning attainment of the students.
Salient features of Formative assessment(a): - FA(a)
1. Skill / performance based areas alone to be tested (A involvement,
interest ,performance, attitudes, values).
2. It motivates self learning.
3. As activities demand students’ direct participation, there is no room
for rote memorization.
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4. It promotes scientific attitude.
5. Through group activities peer learning takes place. It enhance
learning attainment.
6. It paves way to diagnostic and remedial teaching.
7. It gives scope for raising question sand providing answer in the
classroom, and stimulates thinking skills.
8. Since it involves simple and cost effective activities, it is easy to
implement.
9. Teachers have freedom to design new activities based on students
learning pace, classroom environment and content.
10. Through group activities the life skills prescribed by WHO such as
decision making, critical thinking, problem solving, developing
cooperative attitude, effective communication and developing
interpersonal relationship are developed.
11. In each term, 4 activities are to be evaluated and marks are recorded
for each students.
The marks for best 2 activities have to be taken for final assessment.
For 2 activities a student can have maximum of 20 marks.
FORMATIVE ASSESSMENT (A)
Teacher may use the following activities for doing FA(a).
1. Experiments
2. Data collection and analysis
3. Mind Map
4. Puzzles
5. Work sheet
6. Observation
7. Interpretation
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8. Play way method
9. Investigation
10. Assignment
11. Learning by doing
12. Projects
13. Port folio
14. Models
15. Role Play
16. Field trip
17. Library Reading with supplementary books
18. Discussion
19. Web searching
20. Debate
21. Drawing
22. Puppetry
23. Scrap book and album
24. A Talk about science concepts
25. Science club activities
26. Concepts.
TYPES OF FORMATIVE ASSESSMENT ACTIVITIES
INDIVIDUAL ACTIVITY
1. It ensures the learning attainment of each and every students.
2. It helps the teacher to pay individual attention to sustain learning of each
and every student.
3. It ensures quality learning and meaningful learning through feedback
obtained from each and every student.
4. It ensures the retention of learning for a long time.
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SMALL GROUP ACTIVITIES
1. Each group should comprise at least 5 students. (multilevel/multigrade)
2. Teaching learning materials to be provided for each group.
3. Teachers should give instructions to execute the activity effectively.
4. He has to ensure the active participation of each and every student in
executing the activity.
5. He has to shuffle the students in a group based on the content, activity or
the experiment.
WHOLE CLASS ACTIVITY
1. When it is not possible to conduct an activity given in the text book through
individual or small group, the whole class activity has to be conducted.
2. Teacher has to plan the activity in advance and keep required materials
ready.
FORMATIVE ASSESSMENT (b) - FA(b)
Formative assessment (b) is used to the cognitive aspects of the children. A
slip test for a duration of 5 to 10 minutes can be given for FA(b). This test
contains only objective type question. It should be simple and easy to
understand. FA(b) can be conducted either at the end of teaching an unit or
a portion of an unit. It can also be conducted as an announced or un
announced test.
Salient Features of formative assessment (b) - FA(b)
This assessment reduces the stress of children and also minimize the gap
between them because it accommodates gifted children, average and also
needs improvement students.
Achievement in learning is ensured for every student.
It is a tool to measure the status of one's own learning.
It is a guidance for the teacher to do diagnostic and remedial measures.
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It inculcates in them the practical attributes of everyday life such as content
knowledge, understanding skill and application skill.
There is a provision for them to develop thinking and reasoning skills
because there is no inclusion of questions to test their rote learning.
In each term, every student must undertake atleast 4 test. Among them, the
best two tests should be taken for assessment.
2 Tests x 10 Marks = 20 Marks
Types of questions for Formative assessment (b):
1. Multiple choice.
2. Fill in blanks.
3. Matching
4. Sequencing
5. Very short answer questions
6. Short answer questions
7. Drawing questions
8. Higher order thinking questions
Remedial Teaching
Teacher can design simple or some alternative activities and administer
them for the children who do not reach the learning attainment in FA (a) and FA
(b).
Teacher must identify the areas difficult in learning. Then, he should take
the suitable remedial measures which enable them to reach the learning
attainment.
SUMMATIVE ASSESSMENT
Summative Assessment is based on the learning objectives like knowledge,
understanding, application and skills. It is conducted for each classes in all
subjects per term. It is text book based and also blue print based. It includes not
only the questions given in the text book but also some questions of higher order
thinking related to the topic concerned. This assessment is conducted at the end
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of each term for 60 marks. The blue prints and model question papers for each
class are given in this manual.
Time Schedule for Term I
Month Working days Periods
June 21 4 x 6 = 24
July 21 4 x 6 = 24
August 22 4 x 6 = 24
September 05 1 x 6 = 6
40 minutes period - 13
45 minutes period - 65
Total - 78 period
1. For the first term, teacher (Science) can use 58 hours for teaching and
assessment activities.
2. Four hours can be allotted for FA(a) and one hour can be allotted for FA(b).
Steps and method of Assessment
While implementing CCE, adopt the directions given in the general
guidelines manual.
The following steps should be followed when we design assessment activities.
1. Class
2. Unit - Topic
3. Activity - Group / Individual
4. Method of Assessment
5. Aim
6. Time duration
7. Procedure
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8. Assessment certificate
9. Students worksheet
10. Remedial activity
11. Life skills.
The above stated aspects of Formative Assessment are incorporated in the
teaching learning process. Teacher observes each student's performance closely.
He identifies the learning difficulties of children. He administers remedial activity
to enhance their learning.
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Formative Assessment Activities given in Textbook
Class: 6 Subject:
Biology
Unit Topic Details of Activities Individual/
Group
Inside/Outside
classroom
FA (a) FA (b)
Unit-1 The world of plants
Activity 1.1 Page No 80 Individual Inside FA (a)
Activity 1.2 Page No 83 Individual Outside FA (b)
Activity 1.3 Page No 85 Individual Outside FA (a)
Activity 1.4. Page No 86 Individual Outside FA (a)
Unit 2 Food habits
Activity 2.1. Page No 93 Individual Outside FA (a)
Activity 2.2. Page No 94 Individual Inside FA (a)
Activity 2.3. Page No 94 Individual Outside FA (b)
Activity 2.4. Page No 94 Group Inside FA (a)
Activity 2.5. Page No 93 Individual Inside FA (b)
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Unit 3 Changes around us Activity 3.1. Page No 106 Group Inside FA (a)
Unit 3 Changes around us
Activity 3.2. Page No 107 Individual Inside FA (b)
Activity 3.3. Page No 107 Individual Inside FA (a)
Activity 3.4. Page No 108 Individual Inside FA (a)
Activity 3.5. Page No 109 Individual Inside FA (a)
Activity 3.6. Page No 110 Individual Outside FA (b)
Activity 3.7. Page No 111 Individual Inside FA (a)
Activity 3.8. Page No 113 Individual Inside FA (a)
Activity 3.9. Page No 113 Individual Outside FA (a)
Activity 3.10. Page No 113 Group Inside FA (a)
Activity 3.11. Page No 113 Group Outside FA (a)
Unit 4 Measurement and
Motion
Activity 4.1. Page No 117 Individual Inside FA (b)
Activity 4.2. Page No 117 Group Inside FA (a)
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Activity 4.3. Page No 118 Individual Inside FA (a)
Activity 4.3. Page No 118 Individual Inside FA (a)
Activity 4.4. Page No 119 Individual Inside FA (a)
Activity 4.5. Page No 120 Group Outside FA (a)
Activity 4.6. Page No 121 Individual Outside FA (a)
Activity 4.7. Page No 121 Individual Outside FA (a)
Activity 4.8. Page No 122 Group Outside FA (a)
Activity 4.9. Page No 126 Individual Outside FA (a)
Activity 4.10. Page No 126 Individual Outside FA (a)
Activity 4.11. Page No 128 Group Inside and Outside FA (a)
Unit 5 Magnetism Activity 5.1. Page No 140 Group Inside and Outside FA (a)
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Class - 6 Lesson: Biology Additional Activities
Unit Lesson Activity
Inside/
Outside
Activity
Individual/
Group
Activity
FA(a)
FA(b)
Unit 1 The world of plants Make the students to bring the materials that they use from
morning to evening. Ask them to classify those materials
related to science.(example) Toothpaste,Brush,Eversilver
plate, water bottle,soap.Ask them to discuss about each
material and their use
Inside Individual
FA(a)
Divide the students into groups of four. Each group should
pick any ne from the objects placed on table. Example; candle,
magnet, Iron piece,whistle,torch,match box, salt, camphor,
incense,plant,carrot,beetroot,insects,milk,egg.Discuss about
the object in the following method.
1. Magnet-Why does it attract iron?
2. From which living being is milk and egg got?
Inside Individual
FA(a)
Students are asked to collect different types of cloth from
nearby Tailor shop. Example cotton, silk, wool, nylon. In a
similar way they can collect gunny bag, coir, mat (small bit).
Discuss about the objects based on following topics.
Inside Individual
FA(a)
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Where do you get cotton cloth from?
How is gunny bag prepared?
What is the use of coir?
Which is the plant used for manufacturing mat?
Divide students into roups.Every group should visit a nearby
garden (or) herbal garden with a teacher. They should collect
the part of the plant like root, stem, leaf, flower, unripened
fruit, fruit which is used as medicine. (They can consult the
gardener to get names of the plant and their medicinal use).
Note: No Plant should be uprooted. Discuss about each plant,
part used as medicine and about their curable diseases.
Herbarium should be prepared using the dry part of the plant
Outside Group
FA(a)
Divide the students into groups. A small area in the school
should be allotted to each group (The place should be safe).
Each group should form and maintain a kitchen garden with
garden plants like brinjal,lady’s finger, beans and greens
.Observe the garden and discuss about the unripened fruit,
fruit, greens and their uses
Outside Group
FA(a)
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Class 7
Unit Topic Details of Activities Individual/
Group
Inside/Outsid
e classroom
FA (a) FA (b)
Unit-1
Animals in Daily
Life
Food habits
Activity 1.1 Page No 107 Individual Outside FA (a)
Activity 1.2 Page No 108 Individual Inside FA (b)
Activity 1.3 Page No 109 Individual Outside FA (a)
Activity 1.4. Page No 110 Individual Outside FA (a)
Activity 1.5. Page No 111 Individual Inside FA (b)
Activity 1.6. Page No 112 Individual Inside FA (a)
Activity 1.7. Page No 113 Individual Inside FA (b)
Activity 1.9 Page No 114 Group Inside FA (a)
Unit 2 Nutrition in Plants
and animals
Activity 2.1. Page No 120 Individual Inside FA (b)
Activity 2.2 Page No 121 Individual Outside FA (a)
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Activity 2.3. Page No 126 Individual Inside FA (a)
Activity 2.4. Page No 127 Individual Outside FA (a)
Activity 2.5. Page No 128 Individual Inside FA (a)
Unit 3 Plant Morphology
Activity 3.1. Page No 136 Individual Inside FA (a)
Activity 3.2. Page No 138 Individual Outside FA (a)
Activity 3.3. Page No 139 Individual Inside FA (a)
Activity 3.4 Page No 142 Individual Outside FA (a)
Unit 4 Basis of
Classification
Activity 4.1. Page No 151 Individual Inside FA (a)
Activity 4.2. Page No 153 Individual Outside FA (a)
Activity 4.3. Page No 153 Individual Inside FA (b)
Activity 4.4. Page No 155 Individual Inside FA (a)
Unit 5 Matter in our Activity 5.1. Page No 162 Individual Inside FA (a)
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surroundings Activity 5.2. Page No 162 Individual Inside FA (a)
Activity 5.3. Page No 163 Individual Inside FA (a)
Activity 5.4. Page No 164 Individual Inside FA (a)
Activity 5.5. Page No 164 Individual Outside FA (a)
Activity 5.6. Page No 167 Individual Inside FA (a)
Activity 5.7. Page No 168 Individual Outside FA (a)
Activity 5.8. Page No 170 Individual Inside FA (b)
Activity 5.9. Page No 170 Individual Inside FA (b)
Unit 6
Measurement
Activity 6.1. Page No 175 Individual Inside FA (b)
Activity 6.2. Page No 175 Individual Inside FA (b)
Activity 6.3. Page No 175 Individual Inside FA (b)
Activity 6.4. Page No 176 Individual Inside FA (b)
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Activity 6.5. Page No 177 Individual Inside FA (b)
Activity 6.6. Page No 177 Individual Outside FA (a)
Activity 6.7. Page No 179 Individual Inside FA (b)
Activity 6.8. Page No 179 Individual Inside FA (b)
Activity 6.9 Page No 181 Individual Inside FA (b)
Activity 6.10. Page No 182 Individual Inside FA (b)
Activity 6.11. Page No 183 Individual Inside FA (b)
Activity 6.12. Page No 185 Individual Inside FA (b)
Unit7 Motion Activity 7.1. Page No 190 Individual Outside FA (a)
Activity 7.2. Page No 191 Group Inside FA (b)
Activity 7.3. Page No 191 Group Inside FA (b)
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Class 7 Biology Additional Activities
Unit Topic Details of Activities
Individua
l/
Group
Inside/Outs
ide
classroom
FA (a) FA (b)
Unit I Subtopic:
Sericulture
Scrap Book
Collect pictures of silk worm at different stages. Stick each developmental
stage on a separate paper. Mix the paper cuttings and give it to the
students.The students who first arrange the paper cuttings in the correct
order wins. Ask the students to speak about the different stages in their own
way. Stick the pictures of different stages in the scrap book and write notes
for each stage.
Individual Inside FA(a)
Unit 2 Nutrition of plants
and animals
Preparation album
Collect pictures of plants and animals. Paste the pictures based on type of
nutrition on separate sheets.
Ex: 1.Flesh eating animals (heterotrophs)
example:Tiger,Lion
2.Plants(Autographs)
example:Rice,Grass
Ask the students to observe the pictures and discuss
Individual Inside FA(a)
Picture card in box-Game
Paste 15 pictures of plants of plants and flash cards. Write ‘Autotrophs’ and
‘Heterographs’ on separate boxes. Ask each student to take a card .Observe
the picture and put it, in theappropriate box. Appreciate the student who has
Individual Inside FA(a)
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placed the picture card correctly.
Unit 2 Subtopic
Photosynthesis
Fill the blanks in the equation
sunlight, chlorophyll
water+carbondioxide _______ + ___________
Experiment:
To know about preparation of starch by photosynthesis through experiment.
1. Take some leaves from a plant which is kept in sunlight. Put the leaves in
container .Add water to it and heat it by spirit lamp. Take the leaves out and
pour iodine on it.
2.Make the students observe the color change
3. Leaves will change into dark blue color- Discuss the reason in the class.
Individual Inside FA(b)
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Unit 2
Subtopic
Saprophytes
Parasites
Saprophytes? Parasites? Put a √ mark
S.No Name Saprophyte Parasites
1 Louse
2 Lice on dogs
3 Mosquito
4 Cuscutta
5 Mushroom
Individual
Inside FA (b)
Unit 2 Human digestive
system
Ask the students to draw human digestive system and mark its parts.
Observe and discuss about it. Paste the picture in the classroom
Individual
Inside FA (a)
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To know the use of human digestive system- ( Work Sheet) (Fill it using the
work sheet)
Parts of
digestive
system
Activities
Teeth It helps us to cut food into pieces,-------- and
---------
Saliva -------enzyme helps in digestion
Tongue It helps to mix food with saliva and make
it-------
It helps in -------and pushing the food
Oesophagus It connects mouth and ------
Stomach Name of the enzyme------.What is its use?
Small Intestine Carbohydrates are ---- into glucose,---into -
-----acids and fat into -------
Large Intestine It helps in absorbing------
Anus Egestion is---------
Individual
Inside FA (b)
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Unit 3 Sub topic
Parts of plants
1. Collect flowers from your neighbourhood.Disect the flowers into caly,
corolla, anther, and ovary and stick it on a chart and submit .Discuss
about it.
Individual
Inside FA (a)
2. Go to a vegetable shop and collect carrot, sugarcane, ginger, potato, sweet
potato. Draw its picture and classify it. Put a tick mark at the appropriate
place.
Plant Root
modification
Stem
modification
Carrot
Radish
Beetroot
Sweet Potato
Potato
Ginger
Sugarcane
Individual
Inside FA (b)
Subtopic
Plant morphology
Go to a vegetable shop and list out the vegetables. Classify them on the
basis of root,leaf,fruit and seeds
Individual Outside FA(a)
Various habitat of
plants
List out the plants in your neighbourhood.Classify them on the basis of
hydrophytes,mesophytes and xerophytes
Individual Outside FA(a)
Plant kingdom Bring a hydrophytes or a stem of a lily from a flower shops and a part of
opuntia.With the help of a teacher, dissect and list out the adaptation
Individual Inside FA(a)
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Parts of plants Take four tumblers. Plant the seeds of wheat, rice, peas and groundnut in
the tumblers and pour water drop by drop, each day. After few days,
observe the root.Differentiate tap root and fibrous root...
Individual Inside FA(a)
Class : 7 Physics Additional Activities
Unit Topic Details of Activities Individual/
Group
Inside/
Outside
classro
om
FA (a) FA (b)
Unit 7
Measurement
Write down the shapes of different objects and the formula for
finding its area Individual Outside FA (a)
Make the students write formula for regular objects. Paste it in
classroom and make the students to recall it daily Individual Inside FA (a)
Evaluation
1.Area= --------X------------
unit of area=---------------
2.------- =BaseXheight slip test
unit of volume is =
3.Density = MassX---------
Individual Inside FA (b)
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4. What are derived quantities?
5. What is time period?
6.Define length of the pendulum and amplitude
I. Fill up the blanks in the table
S.No Unit of
length
Unit of
area
1
2
3
cm
------
Ft
----
mm2
II.Match the following Slip test
1.mm -∏ r2
2.1m -2.47 Acres
3.1 hectare -cubic mm
4.cm -3.28ft
5.Area of a circle- cm3
Individual Outside FA (a)
Unit VII
Motion
I Fill up
?
1.Speed =distance covered/ -------- Individual Inside FA (b)
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2.Distance covered =---------------X------------
3.Average speed = --------/Total time taken
4.Velocity = Displacement /------
5.Unit of velocity is -------
6.Acceleration = --------/total time taken
7.Unit of acceleration is ------
8.The value of acceleration due to gravity is ------m/s2
II Match
1.Speed -m/s2
2.Acceleration- m/s
3. Acceleration -3600 secs
due to gravity
4.1 hour - 5/18 m/s
5.1 km/hour -9.8 m/s2
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Class 8 Biology -Text book Activities
Unit Topic Details of Activities Individual/
Group
Inside/Outside
classroom
FA (a) FA (b)
Unit 1 Crop
Production and
management
Activity 1.1 Page 135 Individual Outside FA(a)
Activity 1.2 Page 138 Individual Outside FA(a)
Activity 1.3 Page 140 Individual Inside FA(a)
Unit 3
Pictorial
Picture of Plant
Kingdom
Activity 3.1 Page No 162 Group Inside FA(a)
Activity 3.2 Page No 163 Individual Outside FA(a)
Activity 3.3 Page No 165 Individual Inside FA(a)
Activity 3.4 Page No 166 Individual Outside FA(a)
Chemistry
V Matter surrounding us
Motion of molecules can be understood by the following
activity. Ask your friend to burn joss stick at one end of your
classroom. Stand at a distance away from your friend. Can you
smell the scent?
Group Inside FA (a)
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Activity 3.5 Page No 169 Individual Outside FA(a)
Activity 3.6 Page No 170 Individual Inside FA(a)
Unit 4 Micro
Organisms
Activity 4.1 Page No 176 Individual Outside FA(a)
Activity 4.2 Page No 178 Individual Inside FA(a)
Activity 4.3 Page No 184 Individual Outside FA(a)
Activity 4.4 Page No 187 Group Inside FA(a)
Unit 5
Elements and
compounds
around us
Activity 5.1 Page No 192 Individual Inside FA(a)
Activity 5.2 Page No 192 Individual Inside FA(b)
Activity 5.3 Page No 193 Individual Inside FA(b)
Activity 5.4 Page No 193 Individual Inside FA(b)
Activity 5.5 Page No 194 Individual Inside FA(b)
Activity 5.6 Page No 197 Individual Inside FA(b)
Activity 5.7 Page No 200 Group Inside FA(b)
Activity 5.8 Page No 201 Individual Inside FA(b)
Activity 5.9 Page No 202 Individual Inside FA(b)
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Activity 5.10 Page No 202 Individual Inside FA(b)
Activity 5.11 Page No 203 Individual Inside FA(b)
Activity 5.12 Page No 204 Individual Inside FA(b)
Activity 5.13 Page No 204 Individual Inside FA(b)
Activity 5.14 Page No 204 Individual Inside FA(b)
Unit 6 Measurement Activity 6.1 Page No 216 Individual Outside FA(a)
Unit 7 Force and
Pressure
Activity 7.1 Page No 220 Group Outside FA(b)
Activity 7.2 Page No 221 Individual Inside FA(b)
Activity 7.3 Page No 222 Individual Inside FA(b)
Activity 7.4 Page No 223 Individual Outside FA(b)
Activity 7.5 Page No 224 Individual Outside FA(b)
Activity 7.6 Page No 224 Individual Outside FA(b)
Activity 7.7 Page No 226 Individual Inside FA(b)
Activity 7.8 Page No 227 Individual Inside FA(b)
Activity 7.9 Page No 227 Individual Inside FA(b)
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Activity 7.10 Page No 227 Individual Inside FA(b)
Activity 7.11 Page No 228 Individual Inside FA(b)
Activity 7.12 Page No 229 Individual Inside FA(b)
Activity 7.13 Page No 230 Individual Inside FA(a)
Activity 7.14 Page No 230 Individual Outside FA(a)
Activity 7.15 Page No 230 Individual Outside FA(a)
Class 8 Biology Additional Activities
Unit Topic Details of Activities Individual/
Group
Inside/
Outside
classroom
FA (a) FA (b)
Unit 1 Crop production
and management
Group Debate
Natural manure and chemical fertilizers are used for providing necessary and
proper nutrition for plant growth. Debates can be conducted based on the
following topics in groups
1.Need for using fertilizers
2.Method of preparing natural manure
3.Merits and demerits of using natural manure and chemical fertilizer
Group Inside FA(a)
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4.Names of chemical fertilizers
5.Merits of using fertilizers based on soil testing
A Project to collect data on sales in uzhavar sandhai/weekly market/fruit and
vegetables
1.Divide students into groups
2.Each group should go in person to nearby uzhavar sandhai/weekly market,
collect data on sales and fill up the tabulation
3.It should be consolidated and submitted as a report
Name of the student--------
Class---------Section--------------Date------------------
Name of the school--------------
Uzhavar sandhai-------------
Name of the place-------------
Name of the selling place--------
Details of sold fruits and vegetables
Name of the fruit Quantity Cost
and vegetables
1.Brinjal 1 kg 10.00
2.--------- ------------- -------
3.--------- -------------- ---------
Name of
greens
Group Outside FA(a)
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1.spinach --------------- --------
2.--------- --------------- ----------
3.--------- --------------- --------
Name of the
fruit
1.Mango -------------- -----------
2.--------- -------------- -----------
3.--------- -------------- -----------
Cost and details of fruits and vegetables can be collected from newspapers
and pasted. Above data should be collected for 4 days. Costs to be compared
and reasons discussed.
Group Activity
Divide the students into groups and prepare a scrap book by collecting
information based on “Transgenic plants carrying desirable traits are created
by Bio-Technology”. Collect information about pictures, essays related to
genetic engineering and paste it in scrap book. Discuss the details given in
the scrap book prepared by each group.
Group Outside FA(a)
Age of
adolescence
Sub topic
Sprouting
Experiment
Seeds should be sprouted. They have to follow the steps given
in the book. The students can consume this sprouted
seeds.(Teacher should check whether this sprouted seed is
palatable)
Individual Outside FA(a)
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Sub topic
Personal Hygiene
In order to develop the skill of personal hygiene the students
have to wash their hands in front of the teacher. The teacher
has to explain the guidelines given by WHO in washing hands(
Celebrate ‘World hand washing day’ every year on October 15)
Individual Inside/
Outside
FA(a)
Sub topic
Harmful Effects
of smoking
Divide the students into groups. Ask them to write slogans
about awareness of harmful activities.
Example “ Smoke is a foe”
Group Inside FA(a)
Ask groups to gather symptoms, prevention, types and ways of
curing cancer. Prepare a poster with collected picture,
information and present it.
Group Inside FA(a)
Sub topic
Plant Kingdom
Keep coconut pieces and wet bread pieces for few days in a
dark room. Place the grown darkened /whitened portion grown
on the coconut/bread pieces on the slide and view it through
the microscope. Draw the diagram of fungi
Individual Inside FA(a)
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Sub topic
Structure of root
Observe the cross section of a dicot stem using compound
microscope .Draw a diagram of it and mark its parts with the
help of a book. Similarly observe the cross section of root and
leaf
Individual Inside FA(a)
Unit 4 Micro organism Students have to prepare a scrap book related to microbiology
scientist. Discuss the discovery of the scientists.
Individual Inside FA(a)
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SCIENCE - BIOLOGY
Assessment Activity- 1
Class: 6 Max Marks:10 Time Duration: 20 mts
Topic : The world of plants
Activity : CLASSIFICATION OF SCIENCE – Group Activity
Method of assessment
: (Experimental Learning)
Learning by doing
Aim : To know about science and its branches
Materials required
: 1. Magnet, iron fillings
2. Salt, Water
3. Green Leaves
4. Insects
Procedure : 1. Divide the students into four groups 2. The first group has to take a magnet and
Iron filling and bring it closer. The group has
to show the attraction of iron to the magnet.
The science behind this activity is physics.
3. Add turmeric powder to water in a
beaker.The solution will be yellow in
colour.Now add slaked lime to it.The solution
changes from yellow to red. It is because of
chemical reaction.Such changes occur
everywhere. The science behind this activity
is chemistry.
4. The third group has to take the leaves, mash
the leaves and take the extract / juice. This
is called chlorophyll. This helps in
photosynthesis. The knowledge of this
science is Botany.
5. The fourth group has to collect the insects.
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Ex. Housefly, Cockroach, butterfly etc.
Observing the structural organisation is
zoology.
Conclusion : Learnt the branches of science
Remedial Activities
: 1. Collect a few materials used in our daily life
based on Science. Sort / Group the materials
into the four branches of science and .....
2. The teacher may ask the students to tell the
names of the herbs, shrubs and trees they
see in their daily life. The branch of science
that deals with the study of plants is called
botany.
3. The teacher may ask the students to tell the
names and uses of the animals they see in
their daily life. The branch of science that
deals with the study of animals is called
zoology.
4. The teacher may ask the students to tell the
names of materials / objects they use from
morning to night and clasify them.
(The branch of science that deals with the
study of working of the objects is called
physics and making of the objects is called
chemistry.
Life Skills : Reasoning ability is strengthened in the students.
Assessment Activity- 2
Class: 6 Max Marks:10 Time Duration: 20 minutes
Topic : World of plants
Activity : Group activity
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Method of assessment
: Poster Preparation
Aim : To know the uses of plants
Materials required
: Chart and colour pencils
Procedure : 1. Divide the students into 4 groups 2. The first group has to collect the names and
uses of food plants and make a chart. Then
discuss it in the class.
3. The second group has to prepare a chart on
medicinal plants and the third group on oil
plants. The fourth group has to prepare a
chart on plants used for construction. Then
all the groups should discuss in the
classroom.
Conclusion : Learnt the uses of plants.
Remedial Activities
: 1. The teacher may ask the students to collect
the plants (near their home) in their
surrounding and to discuss the names and
their uses in the class to get extra
information.
2. The teacher may ask the students to collect
the medicinal plants around their place
(Village)
3. The teacher may ask the students to write
the names of the trees used to make
furniture at their home and school and
submit it.
Life Skills : Creativity is strengthened in the children.
******
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Assessment Activity- 3
Class: 6 Max Marks:10 Time Duration: 20 minutes
Topic : World of plants
Activity : Individual activity
Method of assessment
: Project work
Aim : Preparation of herbarium with the useful parts of the plants.
Materials required
: Root, stem, leaf, flower, fruit, chart, gum, old
newspapers.
Procedure : 1. Cut the required part of the plant (eg. leaf) 2. Place the cut part of the leaf inside the old
newspaper. Keep a few books over it to press
the leaf.
3. Change the newspapers once in 2 days for 3
times.
4. When you have finished, you get the dry leaf.
5. Paste the dry leaf in a chart.
6. Write the following information on the right
hand bottom of the chart.
Student's Name : _____________
Class / Std : _____________
Name of the plant : _____________
Place from which it is taken: _____________
Date : _____________
Use of the Plant : _____________
7. After completion submit the herbarium.
:
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Conclusion
Remedial Activities
: 1. The teacher may choose the best herbarium
and ask that particular student to explain
how he / she did it.
2. The teacher may demonstrate the steps of
making the herbarium.
3. The teacher may collect the herbarium from
high school and discuss among the student.
Life Skills : Creativity and reasoning ability is strengthened / developed.
******
Assessment Activity- 4
Class: 6 Max Marks:10 Time Duration: 20 minutes
Topic : Food Habits
Activity : Group activity
Method of assessment
: Learning by doing.
Aim : To know how to prevent heart disease / attack.
Materials required
: 1. Inch tape (or) Metre Scale
2. A weighing machine
3. Notepad , 4. Pen
Procedure : 1. The students should be asked to discuss the following habits to prevent heart diseases /
attack.
a) To be happy
b) To maintain the weight according to the
height of the individual.
c) To (take Part) participate in games and
practise proper exercises.
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d) To avoid the fried food items.
e) No smoking habit / To avoid smoking.
2. The following are the steps to know the
weight to appropriat height.
First using a metre scale, mark the
measurements on the wall. Next note down the
measurement of each student by making them
stand near the wall and mark their height in
meters. Also note down the weight of each
student, calculate body mass index.
Ex. The height of Mohan = 1.30 m
The formula to find BMI
= Weight/Height2
= 35 / (1.3) 2 =20.7
The weight of this student is normal according
to the body mass index value.
Conclusion : Learnt the need of maintenance of weight related to height.
Table of BMI
Below 20 Below normal
From 20 to 24.9 Appropriate weight /
Normal
From 25 to 29.9 Above normal
Above 30 Over weight
Following the BMI table calculate the BMI for all
the students in the class and note it down.
Remedial Activities
: 1. The teacher may discuss about them and the
same process can be repeated after 2 or 3
months.
2. The teacher may call dietticians to advise the
below normal students
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3. The teacher may ask the students to find the
BMI of their family members.
Life Skills : Problem solving ability, knowing about self, reasoning ability are developed.
******
Assessment Activity- 5
Class: 6 Max Marks:10 Time Duration: 20 minutes
Topic : Food habits
Activity : Group activity
Method of assessment
: Tabulation
Aim : Knowing about balanced diet.
Materials required
: 1. Note pad 2. Pen
Procedure : 1. Divide the students into 4 groups 2. Ask each group to prepare a balanced diet
chart for children of 11 years.
3. The food that is prescribed should be
economical and easily available.
4. Ask the groups to discuss the diet chart in
the class.
Conclusion : Learnt about the balanced diet.
Remedial Activities
: 1. The students may visit the Anganwadi (ICDS)
centres to collect information on balanced
diet and discuss it in the class room.
2. The students may collect the diet chart
available in the school and discuss on the
food given in the chart.
3. The student may be asked to tabulate the
food consumed for the past seven days and
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discuss.
Life Skills : Knowing about decision making is developed.
******
Assessment Activity- 6
Class: 6 Max Marks:10 Time Duration: 20 minutes
Topic : Food habits
Activity : Group activity
Method of assessment
: Food Exhibition
Aim : To know the food nutrients
Materials required
: All the available food materials Ex. Carrot, Tomato, Potato, etc.,
Procedure : 1. Divide the students into four groups 2. Ask one group to collect protein. The other
groups to collect carbohydrate, fats, vitamins respectively and exhibit the same.
3. Each group should be asked to discuss the name, nutrients and deficiency diseases in the class.
4. After the discussion the food shall be distributed to the students and the teachers.
Conclusion : The knowledge of food nutrients is developed.
Remedial Activities
: 1. The teacher may allow the students to obtain extra information on balanced diet nutiriton using CD through audio visual and deficiency diseases presentation.
2. The teacher may ask the students to make the shape of a human being using fruits and vegetables, then ask the students to discuss the nutrients prestent in the fruits and vegetables.
3. The teacher may ask the students to tabulate food items according to the proteins, carbohydrates and fats present in them in their record note book.
Life Skills : Knowing about self team spirit, creativity are
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developed.
Science- Chemistry
Assessment Activity- 7
Class: 6 Lesson: 1
Max Marks:10 Time Duration: 10 minutes
Topic : Changes around us
Activity : Group activity
Method of assessment
: Group Discussion
Aim : To enable the students to differentiate between the fast and slow changes around us and tabulate the findings
Materials required
: Work sheet
Procedure : Split the students into group of five. Each group should discuss among themselves and identify the fast changes as well as the slow changes given in the worksheet and fill in the appropriate column. Changes Duration of time (few
seconds, few minutes, few hours / days / weeks / months years.
Growth of a child Rusting of Iron Burning of paper Cooking food Curdling of milk Bursting of crakers
Conclusion : Students learn that above mentioned changes happen in different duration of time.
Remedial Activities
: Guiding the students to classify the day to day activities like burning of match stick, burning of electric bulb, growth of a seed as fast and slow changes.
Life Skills : Student's communication skills and decision
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making skills are to be assessed and recorded.
Assessment Activity- 8
Class: 6 Max Marks:10 Time Duration: 10 minutes
Topic : Changes Around us
Activity : Individual activity
Method of assessment
: Playway method
Aim : To enable the students to understand the reversible changes.
Materials required
: Piece of Paper
Procedure : 1. Ask the students to make a small paper aeroplane using a piece of paper as shown in
the picture.
2. Ask the students to unfold the shape; thus,
the piece of paper is retained as it was
before.
Conclusion : At the end of the game, students will be able to conclude that the above mentioned change is a
reversible one.
Remedial Activities
: The day – to – day articles like rubber bands
and balloons may be taken as examples and the
concept of Revisible changes has to be
explained.
Life Skills : Creativity; keen observation and the decision making skills are to be assessed and recorded.
******
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Assessment Activity- 9
Class: 6 Max Marks:10 Time Duration: 10 minutes
Topic : Changes Around us
Activity : Group Activity
Method of assessment
: Experimenting
Aim : To enable the students to differentiate between Endothermic and Exothermic changes by doing simple experiments.
Materials required
: 1. Sodium Hydroxide Pellets; 2. Slaked lime (cao); 3. Ammonium Chloride 4. Beaker & Test tubes 5. Water
Procedure : 1. Allow the students to take few pellets of Sodium hydroxide into a test tubes and pour little water in it. Now, ask the students to touch the outside of the test tube.
2. Allow the students to take little slaked lime in a beaker and add little water in to it. Now, ask the students to touch the beaker.
3. Allow the students to take little Ammonium Chloride Salt into a test tube and add little water in to it. Now, ask the students to the test tube.
Conclusion : Students learn about the difference between the endothermic and exothermic Changes. Experimenting Substance
Inference (Exothermic / Endothermic Change)
1)
2)
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3)
Remedial Activities
: Day – to – Day activities like dissolving detergents in water, dissolving Glucose in water, etc., have to be taken as examples and explained exothermic and endothermic reactions.
Life Skills : Self-awareness and decision making skills are to be assessed and recorded.
******
Assessment Activity- 10
Class: 6 Max Marks:10 Time Duration: 10 minutes
Topic : Measurement and Motion
Activity : Individual activity
Method of assessment
: Learning by doing
Aim : To enable the students to measure the length and represent it with its units.
Materials required
: Pencil, eraser, pen, any leaf, ruler, etc.,
Procedure : By using different materials students are asked to measure the following things under the
guidance of teacher.
(i) To measure the length of pencil
(ii) To measure the length of thumb
(iii) To measure the length of leaf
(iv) To measure the length of duster
(v) To measure the length of pen tip
The students are asked to record the findings in
a separate sheet.
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Conclusion : 1. By doing the above activity students not only learnt about measuring the length but also
learn that the length of object changes with
respect to the shape of the object.
2. Since the above mentioned objects are small
in size, students learn to measure these
objects in centimeter. (As centimeter is the
one of the sub units of metre)
Remedial Activities
: At the end of this activity if a students has
measured the length of any object wrongly,
teacher can help the student to measure it
correctly.
Life Skills : The skill of data gathering and self-confidence are assessed.
******
Assessment Activity- 11
Class: 6 Max Marks:10 Time Duration: 20 minutes
Topic : Measurement and Motion
Activity : Individual / Group activity
Method of assessment
: Group discussion
Aim : To enable the students to tabulate the different activities events with respect to time duration.
(Units of times)
Materials required
: Activities and events mentioned in the
procedure given below.
Procedure : 1. Students are grouped into small groups 2. Different activities and events are written in a
separate sheet or on the black board.
3. Each groups should discuss among
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themselves the time taken to complete the
below mentioned activities and events and
record the same in their related units.
1. Time taken for bathing 2. Duration of sleep 3. Working hours of your school 4. Time taken to blink your eyes. 5. Time taken for ripening of fruits 6. Time taken for a plant to grow into a tree. 7. Time taken for curdling of milk 8. Time taken to weave a saree. 9. Time interval between a new moon and
full moon. 10. Duration of child to become a grand
father /grand mother. 11. Time taken for a paddy to grow 12. Duration between quarterly and half –
yearly examination. 13. Time taken for a fall of a coconut from a
coconut tree.
6. Table
Events Activities
occuring in seconds
Events / Activities
occuring in minutes
Events / Activities
occuring in hour
Events / Activities
occuring in month
Events / Activities
occuring in years
Conclusion : During group discussion students understand about different units of time (Seconds, minutes,
hours day, week, month, year) and their
application.
Remedial Activities
: 1. May be a few students are not clear about
the time taken by the above mentioned
activities or events. In such cases teacher
may conduct another group discussion and
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clarify their doubts.
Life Skills : Co-operative skill or collaborative skill are assessed.
Science - Physics
Assessment Activity- 12
Class: 6 Max Marks:10 Time Duration: 20 minutes
Topic : Measurement and Motion
Activity : Group activity
Method of assessment
: Project
Aim : 1. Guiding the students to measure the length and breadth of their class room and write them in foot, handspan, centimetre and metre and tabulate them.
2. To enable the students to make a model of a sand clock.
Materials required
: 1. Rulers , 2 . Two empty ink bottles 3. Sand 4. Stop clock.
Procedure : 1. Teacher should split the students into two groups.
2. First group should be asked to measure the classroom with the help of different units of length and tabulate them in the table given below.
6. Table Measuring method
Foot hand span Centimetre Metre
Length of the class room
Breadth of the class room
3. Second group is asked to make a sand clock
using the empty ink bottles and sand.
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Conclusion : 1. Student learn how to measure the length and breath is terms of foot, handspan, centimetre, metre.
2. Students learn how to make a model of a sand clock.
Remedial Activities
: 1. At the end of the activity, teacher should help the students (those who are lacking behind) by explaining the concepts once in simple terms.
2. Teacher may ask the students to measure the length and breadth of the rooms of their house, ground, community hall, etc.,
3. Teacher may ask the students to make a model of water clock.
Life Skills : Creative skill is assessed. Assessment Activity- 13
Class: 6 Max Marks:5 Time Duration: 20 minutes
Topic : Measurement and Motion
Activity : Individual activity
Method of assessment
: Field Trip
Aim : 1. To enable the students to identify the movable and immovable objects
2. Guiding the students to differentiate between
“Rest” and “Motion”.
Materials required
: Materials required to register their observations
during their field trip.
Procedure : 1. Students should be instructed to observe the school campus and classify the objects into
moving objects and stationary objects..
2. Students should be list out their
observations on the next day in the class
room.
3. Teacher should explain that moving objects
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are at “motion” and stationary objects are at
“rest”.
Conclusion : 1. Through the field trip, understand the difference between moving objects and
stationary objects.
2. During the field trip keen observation skills
are developed.
Remedial Activities
: Teacher may assist the students who are
not clear by simple known examples.
Life Skills : Keen observation skill is assessed.
******
Assessment Activity- 14
Class: 6 Max Marks:5 Time Duration: 20 minutes
Topic : Magnetism
Activity : Individual activity
Method of assessment
: Play way method
Aim : To enable the students to understand about the repulsion and attraction between the poles of a
magnet.
Materials required
: Two Bar magnets, three pencils (cylindrical in
shape) or three cylindrical sticks.
Procedure : 1. Ask the students to keep all three pencils parallel one another.
2. Keep one bar magnet on the pencils and the
other in you hand.
3. Bring the bar magnet which you are holding
nearer to the other magnet which is kept on
the pencils.
4. If the poles of two magnets are of same
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nature (same poles) then there will be a
replusion between the magnets. Thus the
magnet moves faraway from the other. On
the otherhand, if the poles of the magnets
are not the same (Opposite poles) then there
will be an attraction between the magnets.
Thus the magnets move towards each other.
Conclusion : Students learn that opposite poles of the magnet attract each other and like poles of the
magnet repel each other.
Remedial Activities
: Teacher may get assistance of peer group to
assist those who don't understand the concept
can explain about North and South Poles of
the magnets in detail with examples.
Life Skills : Handling skills and Decision making skills are assessed.
******
Assessment Activity- 15
Class: 7std Max Marks: 5 Time Duration: 10 minutes
Topic : Magnetism
Activity : Group activity
Method of assessment
: Project method
Aim : To enable the students to find the direction using the magnetic compass.
Materials required
: Magnetic compasses
Procedure : 1. Teacher should split the class into four groups.
2. Each group has to be given a magnetic
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compass.
3. Ask the students to identify the directions
where the black board is situated in the class
by keeping the magnetic compass nearer to
it.
4. Then, using the same methodology the
direction of the flag pole, office room of the
school, science laboratory, etc., can be found
students should be asked to record their
findings in the separate sheet.
Conclusion : Students understand how to find the direction using a magnetic compass.
Remedial Activities
: Teacher may ask those who have already
understood the concept and explain the
other who are not clear about the concept.
Life Skills : Co-operative skills and mutual supporting skills are assessed.
******
SCIENCE - BIOLOGY
Assessment Activity- 16
Class: 7 Max Marks:10 Time Duration: 10 minutes
Topic : The role of animals in daily life
Activity : Individual activity
Method of assessment
: Tabulation, group discussion
Aim : To know the names and uses of animals
Materials required
: Picutres of various animals
Procedure : 1. Observe the pictures of pet animals closely.
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2. Discuss about the environment in which they
live
3. Write the names and uses in a tabular
column
4. Discuss your work among other students
and then submit.
Conclusion : The students learnt the habitat and uses of the animals.
Remedial Activities
: 1. The teacher may explain the usefulness of
animals and its association with the human
beings. If the relationship / association is
disturbed then the balance in nature will be
disturbed.
2. The teacher may ask the students to write
the name of their favourite animal in front of
their name. eg. Lion Ramesh, Deer Mani /
cheetah Mare.
3. The teacher may ask the students to write
the economic uses of animals and submit.
eg. Goat – Meat, Milk, slide, fur, (Waste)
excreta.
Life Skills : Reasoning ability is developed
******
Assessment Activity- 17
Class: 7 Max Marks: Time Duration: 4 days
Topic : Role of animals in everyday life
Activity : Individual activity
Method of assessment
: Method – Preparation of an album.
Aim : To know the life cycle of silkworm and to know
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about fabric.
Materials required
:
Pictures on the life cycle of silkworm, varieties
of silk cloth.
Procedure : 1. Collect the pictures of the life cycle of a silkworm. Cut and paste each stage of the
life cycle in a paper. Shuffle all the pictures.
Now ask the students to observe and arrange
the pictures in a sequence. Whoever finishes
first wins. later ask the students to explain
each stage in their own words. Paste the
pictures and write its description in an
album.
2. Album Preparation: Collect as many as cloth
pieces from a neighbourhood tailor. Select
the various silk cloth out of all the materials
and paste it in the album.
Conclusion : The life cycle of the worm and the uses of the silk cloth is known through this album
preparation.
Remedial Activities
: 1. The teacher may explain the life cycle of silk
worm and the uses of the silk cloth through
power point.
2. The teacher may take the students on a
fieldtrip to the silk production farm and give
a live description of the life cycle of the silk
worm.
3. The students can prepare an assignment by
gathering information from a silkworm
rearer.
4. The teacher may ask the students to draw
the lifecycle of silkworm and mark the parts.
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Life Skills : Creativity is developed.
******
Assessment Activity- 18
Class: 7 Max Marks: 10 Time Duration: 2 days
Topic : The role of animals in daily life
Activity : Individual activity
Method of
assessment
: Collection of pictures, tabulation and
submission
Aim : To collect the pictures of animals found in the sanctuaries of Tamil Nadu tabulate it and
prepare an album.
Materials required
: A map of Tamil Nadu, Pictures / Photos
Procedure : 1. Take an empty map of Tamil Nadu and mark the important sanctuaries in the map.
2. Name the animals belonging to the
sanctuaries and tabulate them. You can refer
the library books.
3. Collect the photos and pictures of the
animals in the tabular column. You can use
the net for collecting pictures.
4. Now cut and paste the pictures in an album
on the animals and its sanctuaries.
Conclusion : The students present the album on the animals and its sanctuaries in Tamil Nadu in the class.
Remedial Activities
: 1. The teacher may ask the students to discuss
about the wild life sanctuaries among their
peers and also to exhibit the album in the
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class.
2. The teacher may allow the students to watch
National Geography Channel and Discovery
Channel on wild life. Later discuss in the
class.
3. The teacher may ask the students to mark
the wildlife sanctuaries in India on a map.
4. The teacher may ask the students to visit the
nearest forest department office and collect
information on wild animals and birds and
submit.
Life Skills : Creativity and reasoning ability is developed.
******
Assessment Activity - 19
Class: 7 Max Marks: 10 Time Duration: 3 days
Topic : The food for plants and animals
Activity : Individual
Method of assessment
: Analysis
Aim : To know about the heterotrophic nutrition in animals.
Materials required
: Bread or coconut pieces, Microscope, slides
Procedure : 1. Take a bread piece and soak it in water. keep it aside for few days. When you
observe after few days you can see a white
outgrowth on it. Can you name it? / What
is that?
2. Leave aside the coconut pieces for few
days later you can see a white spongy
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outgrowth inside it. Can you name it?
3. Using a needle collect these spongy
outgrowth and place it on the slide. View
this through a microscope, write, observe
and submit your findings.
4. You can use a magnifying lens instead of
a microscope to observe the structure of
fungus.
Conclusion : The student is able to explain the nutrition of fungus after careful observation.
Remedial Activities
: 1. The fungus grows on the surface of dead and
decayed matter. The fungus secretes
enzymes to dissolve the carbon compounds
into a soluble nutritious form and absorbs it.
This kind of nutrition is called saprophytic
nutrition and the plants are called
saprophytes.
2. The mode of nutrition in parasites and
saprophytes may be explained using
animation.
3. Extra information may be given using picture
charts.
4. The teacher may ask the students to draw a
parasite and a saprophyte and label the
parts in the record note book.
Life Skills : Creativity and reasoning ability is strengthened.
******
Assessment Activity- 19(a)
Class: 7 Max Marks: 10 Time Duration: 1 days
Topic : The Nutrition in plants and animals
Activity : Individual
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Method of assessment
: Work sheet preparation.
Aim : To tabulate the parasites found in pet animals and cattle.To identify the parasites and saprophytes present in plants.
Materials
required
: Photos of pet animals or cattle. The specimens
or collection of plants like Cuscutta, Mushroom
and viscum
Procedure : 1. The students must be asked to observe the pictures of pet animals and cattle's carefully.
2. The teacher should ask the students to say
about the way in which the parasites or
mosquitoes obtain their food.
3. The students must be asked to observe the
pictures of Cuscutta, Viscum and Mushroom
in the album and say about the mode of
nutrition in them.
4. The students must be asked to explain the
differences between parasites and
saprophytes.
5. List out the differences in the table given
below.
Conclusion : The teacher can evaluate the learning outcome on parasites and saprophytes.
Sl. No.
Name Parasite Saprophyte
1. Louves
2. Lice on dogs
3. Mosquito
4. Cuscuta
5. Mushroom
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Remedial Activities
: 1. The lice on dogs living on the animals derive
their food from the host. So, it is called
parasite.
Eg. Lice, Lice on dogs Mosquito
2. The non-green plants climb on to trees and
get their food from the trees. it is called plant
parasite. eg. Cuscuta, Viscum.
3. The non-green plants like fungus and
mushroom grow on dead and decayed matter
and are called saprophytes. Eg. Mushroom.
4. The animation of parasites and saprophytes
might be shown to the children to know
about the concept.
5. The teacher may ask the students to collect
information from the veterinary doctor in the
local veterinary hospital about the parasites
present in the pet animals and cattle and
submit the work / assignment.
Life Skills : Reasoning ability is developed. (Critical thinking)
******
Assessment Activity- 20
Class: 7 Max Marks: 10 Time Duration: 5 days
Topic : Nutrition in plants and animals
Activity : Individual activity
Method of assessment
: Experimentation
Aim : To know that starch is prepared during photo synthesis.
Materials : Leaves, Iodine solution a stainless steel / silver
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required vessel.
Procedure : 1. Take a steel vessel and (keep it upside down) cover a part of grass in the ground
2. Leave it as such for five days. Do not disturb
the vessel.
3. After five days open the vessel and observe
the difference between the grass present
inside and outside the vessel.
4. Collect the samples of the grass present
inside and outside the vessel. Boil the
collected samples in a beaker.
5. Now drop a little of iodine solution on the
grass.
6. The leaves present in the sunlight turn dark
blue.
7. The leaves present inside the vessel do not
change its colour.
Conclusion : From the above experiment we know that starch (food) is prepared during photosynthesis and
sunlight is necessary for photosynthesis.
Remedial Activities
: 1. Photosynthesis will not happen without
sunlight.
2. If there is no sunlight the plants will not be
able to prepare the food.
3. If there is no food, life is not possible on
earth.
4. Photosynthesis is the process of preparation
of food in plants using carbon dioxide, water
and chlorophyll.
5. Record your observations in your record note
book.
Life Skills : Decision making skill and reasoning ability / critical thinking skill is enhanced in children.
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******
Assessment Activity- 21
Class: 7 Max Marks: 10 Time Duration: 20 minutes
Topic : Nutrition of plants and Animals
Activity : Individual activity
Method of assessment
: Drawing, worksheet completion
Aim : To draw the digestive system and labelling the parts. To observe and complete the worksheet.
Materials required
: Picture of the human digestive system and
worksheet.
Procedure : 1. The students should draw the diagram of the human digestive system and label the parts
in a paper.
2. Observe it carefully and discuss.
3. Write the points in the given worksheet and
submit the same.
Conclusion : The students know the different parts of the digestive system and its functions.
Remedial Activities
: 1. The teacher may explain the digestive system
using a chart to the slow learners
2. The teacher may give extra information
through animation.
3. The digestive system can be pasted stuck on
a chart and cut into pieces. The teacher may
ask the students to fix the pieces together
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properly.
4. The teacher may ask the students to draw
the diagram and label the parts in their
record note book.
Life Skills
:
Creativity, reasoning ability and problem solving
skill is developed.
The human digestive system functions
worksheet.
Sl. No.
Parts of the digestive system
Functions
1. Teeth To break the food into chunks / Pieces ----
teeth is used.
2. Salivary gland The No of Salivary glands ------
The name of the enzyme -------
It helps in digestion Yes / No
3. Tongue To mix the food with the saliva ---- is
used.
It also helps to push the food inside.
4. Food It connect the mouth and -----------
5. Stomach The enzyme found in it --------------
What is it used for?
6. Small intestine ----m, The food mixes with ------, ------ and
----------- enzyme
The carbohydrate is converted
to -----, Protein is converted
to ----- acid and the fats are converted into
----------
7. Large intestine -------m, ----- does not take place.
it helps in absorption of --------. The
meaning of excretion is -------
8. Anus Egestion is ----------
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Information
collection
chart
Find out whether your family members have brushed their teeth. Tick if they
have and put mark x if they don’t have .
Days Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Fam
ily
mem
bers
Mor
nin
g
Nig
ht
Mor
nin
g
Nig
ht
Mor
nin
g
Nig
ht
Mor
nin
g
Nig
ht
Mor
nin
g
Nig
ht
Mor
nin
g
Nig
ht
Mor
nin
g
Nig
ht
Father
Mother
Brother
Sister
Self
Others
******
Assessment Activity- 22
Class: 7 Max Marks: 10 Time Duration: 7 days
Topic : External features of the plant
Activity : Individual activity
Method of assessment
: Preparation of a herbarium
Aim : 1. To know the different types of arrangement of leaves.
2. To know the functions of the leaf
Materials : The leaves in the surrounding place, Newspaper
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required
Procedure : 1. Observe the leaves in your neighbourhood closely.
2. Collect one leaf from each plant.
3. Spread the leaves on an old newspaper
4. Press the leaves using a heavy Plank.
5. Change the newspapers once in two days.
6. Paste the pressed and dried leaves in the
chart
7. Write the names and functions of the leaves
known to you.
8. Submit your herbarium in the class
Conclusion : Students learn the structure and functions of the leaf through the herbarium preparation.
Remedial Activities
: 1. If required the teacher may explain the
procedure of making the herbarium.
2. The teacher may collect the leaves from their
surroundings. Draw the diagrams in the
record note book and label the parts.
Through this activity the teacher may make
the students to know the different parts of
the leaf like leaf lamina, the petiole and the
venation.
Life Skills : The students will develop the creativity and reasoning ability.
******
Assessment Activity- 23
Class: 7 Max Marks: 10 Time Duration: 1 day
Topic : External features of plants
Activity : individual activity
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Method of assessment
: Collection, Tabulation
Aim : To differentiate the root and stem modification.
Materials required
: Different types of roots and stem modified
plants, tubers and roots.
Procedure : 1. Collect Carrot, Raddish, Beetroot, Yam, Tapioca, Ginger, Turmeric, Potato and other
tubers from the vegetable shop.
2. Collect pieces of sugarcane, grass, the roots
of banyan tree.
3. Observe the cuscuta plant kept in your
laboratory.(if present)
4. Classify the above said vegetables and draw
the pictures.
5. After observing all the above vegetables fill in
the following table.
Conclusion : The students have learnt that the roots and stems of few plants are modified to carry out
special functions of the plants.
Remedial Activities
: If required the teacher may explain about
modification of the plant.
mark the appropriate boxes and write the .......
Sl. No.
Plant Root
modication Stem
modication Type
1. Carrot
2. Raddish
3. Beet root
4. Ginger
5. Potato
6. Turmeric
7. Sugarcane
8. Root of
banyan tree
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9. Cuscuta
10. Grass
1. The function of the root is to fix firmly to the
soil and to absorb the water from the soil.
Bring the (Indian acalypha), grass, Raddish,
Beet root, Carrot from the near by garden.
The teacher may discuss the normal function
of the stems and roots and then explain the
modification of the roots and stem.
2. The teacher may take the children on a field
trip to the nearby banyan tree and share
more informations.
3. The teacher may show the preserved
specimens. Eg. Show and discuss about
cuscuta the total parasite.
4. Draw and label the parts of all the roots and
stem in your record note book.
Life Skills : Decision making and reasoning ability is strengthened.
******
Assessment Activity- 24
Class: 7 Max Marks: Time Duration: 1 day
Topic : External features of the plant
Activity : Individual activity
Method of assessment
: Observation, Tabulation, Classification
Aim : To observe the plants in our surrounding and to classify them.
Materials : CDs on nature (only if required)
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required
Procedure : 1. Note down the names of the plants in your locality 2. Tabulate the names of the plants you have observed.
3. Note down the characteristics of plants that you have
tabulated.
4. Visit a nearby pond or lake and write note down the
plants present in your notepad.
5. Mark (√) in the given table in the appropriate place.
Conclusion : 1. The students have learnt about the different types of plants by classifying them as aquatic. (Mesophytes,
Xerophytes) desert plants and their structures.
Remedial Activities
: 1. The teacher may ask the students to observe the
plants in the pond or lake and note down in the
record note book.
2. In the same way note down the desert plants.
3. Also find out plants living in moderately water
available areas.
4. The teacher may exhibit / show the plants like
paddy, Indian acalypha Sunflower, Hibiscus,herbs,
shrubs and trees available in the school.
Mark √ in the appropriate places using the information
you have gathered.
Sl. No.
Plant Aquatic Plant
Meso phytes
Desert Plants
Herbs Shrubs Trees
1.
2.
3.
4.
5.
6.
7.
8.
9.
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10
Life Skills : Critical thinking is developed
******
Assessment Activity- 25
Class: 7 Max Marks: 10 Time Duration: 2 period
Topic : Classification of animals
Activity : Individual
Method of assessment
: Tabulation
Aim : 1. To identify the living organisms easily. 2. To know the similarities and differences
among different animals.
3. To know the arrangement of simple to
complex animals.
Materials required
: Preserved specimens, Photos
Procedure : 1. Distribute the following table to the students. 2. Show the preserved specimens or chart to
the students and ask them to observe it
carefully.
3. Ask the students to fill in the name of the
organisms, its characteristics, type in the
worksheet.
Conclusion : 1. The children are able to identify and classify the living organisms.
2. The children are able to draw the pictures of
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the preserved specimens in their record note
book.
3. Using a picture chart the students could
share extra information.
4. The children are able to classify the animal
kingdom by seeing the slides through a
microscope.
Remedial Activities
: 1.Provide information through animation
2.Make students observe the preserved
specimen and to draw in records and marks its
parts.
3.Provide extra information through permanent
chart.
4.Make students understand the classification
of animals by viewing slides.
Life Skills : Creativity, reasoning ability and problem solving
skill is developed.
Work Sheet
The students have to compare the
characteristics of animals they come across in
their daily life with their phylla.
Write down the characteristics and examples of the given animals
Sl. No.
Phyllum Characteristics Example
1. Porifera
2. Coelenterata
3. Platyhelminthes
4. Aschelminthes
5. Annelida
6. Arthropoda
7. Mollusca
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8. Echinodermata
9. Chordata
Write down the characteristics of the animals in the tabular column
given below.
Sl. No.
Characteristics Pisces Amphibiars Reptiles Aves Mammals
1. Cold / Warm
blooded animal
2. Exo skeleton or
endoskeleton
3. Oviparous or
viviparous
4. Parental care
Yes / No
5. Vertebral
column Yes / No
6. Respiratory
organs
******
Assessment Activity- 26
Class: 7 Max Marks: 10 Time Duration: 7 minutes
Topic : Matter in our surroundings
Activity : Individual Activity
Method of assessment
: Album Preparation
Aim : 1. To enhance the skill of differentiating solids,
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liquids, gases.
2. To enhance students creativity
Materials required
: Newspaper, Weekly and monthly magazines
Procedure : 1. Collect pictures from newspaper, weekly and monthly magazines.
2. Stick the collected pictures in a chart. 3. Prepare an album with the charts stuck with
pictures
Conclusion : The students can identify the solids, liquids, gases, classify them and submit it
Remedial Activities
: To relate the solids, liquids, gases to real life and display to the students.
Life Skills : The above activity should improve the student creativity, communication skills. The teacher should guide the students.
******
Assessment Activity- 27
Class: 7 Max Marks: 10 Time Duration: 7 Minutes
Topic : Matter in our surroundings
Activity : Individual Activity
Metho