formative assessment activities vi viii

FORMATIVE ASSESSMENT ACTIVITIES FOR CLASSES VI, VII & VIII

Formative assessment activities may be given in any of the following form

1) Pen and Paper Test

a) MCQ

b) Fill in the blank

c) Match the Columns

2) Class response – Worksheets

a) Data based.

b) Demonstration based.

c) Crossword Puzzle

d) Flowchart / concept map.

e) Diagram based.

3) Hands – on Activities

4) Project

5) Survey

6) Power Point Presentation

7) Field Trip

It may not be possible to device each kind of activity for each chapter. It is, therefore,

left to the discretion of the teacher to decide which activity is most suitable

depending upon the chapter being taught, class strength, infrastructural facilities

available, location of the school etc.

CLASS – VI

Chapter no. and name : 4, Separation of Substances

(I) Pen and Paper Test

Topic to be Assessed : (a) Pure substances and mixtures

(b) Types of Mixtures.

Expected Learning Outcomes : The students will be able to

• distinguish between pure substances and mixtures

• distinguish between homogeneous and heterogeneous mixtures

Task 1 : Multiple Choice Questions:

(i) Which of the following is not a mixture?

(a) ice in water (b) rose water in milk

(c) turmeric powder in water (d) sand in water.

(ii) Which of the following materials will form a heterogeneous mixture?

A - common salt ; B – sand ; C – chalk powder ; D – water ; E – oil

Tick the correct answer from the four options given below:

a) A and D (b) C and D (c) E and D (d) B and D

Time Span : 10 Minutes ( 5 MCQs)

Assessment Rubric : One mark should be awarded for each correct answer.

Task 2 : Match the columns

Topic to be assessed : Methods of separating mixtures.

Components of mixtures and methods of separating them are given in two separate

columns below. Match the two columns :

A B

• Pebbles and paper pieces • Sedimentation – decantation

• Iron nails and wheat flour • Filtration

• Camphor powder and common salt • Centrifugation

• Chalk powder in water • Separating funnel

• Salt in water • Hand – picking

• Tea leaves in water • Crystallization

• Mustard oil in water • Magnetic separation

• Cream in milk • Sublimation

Time Span : 10 Minutes.

Assessment rubric : Half mark to be awarded for each correct answer.

Task 3 : Fill in the blanks with the suitable word: (4)

a) Materials consisting of same kind of particles are called __________.

(mixtures / pure substances).

b) A mixture of two substances having a uniform composition is called a

__________ mixture. (homogenous / heterogenous).

c) Cream can be separated from milk by __________. (sieving / centrifugation).

d) Pure salt can be obtained from sea water by the method of _________.

(sublimation / crystallization).

e) The process of sedimentation can be speeded up by ________. (loading /

decantation).

Time Span : 10 minutes

Assessment rubric – One mark to be awarded for each correct answer

2) Class Response : This may be assessed by giving worksheets to the

students as a part of class work.

Task 4: Data based Worksheet

Topic to be assessed : Methods of separating mixtures.

Aparna is given a mixture of iron fillings, copper turnings and camphor powder.

Guide her to separate the components of the mixture.

Assessment rubric: This is an open ended question. The answer to this question

involves two steps. Therefore, it carries two marks. Each step carries one mark –

half mark for the name of the method involved and half mark for writing the name of

the component separated by that method.

The sequence in which these steps are carried out may differ.

Step 1: Sublimation – for removing camphor

Step 2: Magnetic separation – for removing iron fillings (or Hand picking for

separating copper turnings).

Task 5: Diagram – based worksheet

Purva accidently mixed naphthalene powder with wheat flour.

a) Name the process which Purva will use to separate naphthalene powder from

wheat flour.

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

b) Draw a neat diagram of this process in the space provided below.

c) Label the above diagram.


Assessment rubric: a) One mark to be awarded for writing the correct name.

b) Two marks to be awarded for drawing the correct diagram.

c) Two marks to be awarded for correct labeling of the diagram (atleast 4 labels).

Task 6: Crossword puzzle worksheet

Read the clues given below carefully and solve the crossword puzzle which follows:

Across → Down ↓

1) Process used for separating

cream from milk

2) Process used for separating sand

from a mixture of sand and water

3) Process used for speeding up

sedimentation

4) Process used for obtaining pure

salt from sea water


grains from stalks.


camphor from a mixture of sand

and camphor powder.

(4) (2) ↓ ↓

(1) → C (3) →

(6) ↓ (5) →

Time span : 10 minutes

Assessment rubric : One mark to be awarded for each correct answer.

Task 7 : Data based worksheet

Kanika, a student of class 6, is alone at home in a village in Rajasthan. She feels

thirsty and searches for some drinking water. But, all she finds is some muddy water

which is unfit for drinking. She also finds a steel container with a lid, a piece of very

fine cloth, a thread and a small piece of alum (phitkari). How will she make the

muddy water fit for drinking? Write the process in steps in proper sequence.


Assessment rubric : This activity carries 3 marks. One mark should be awarded for

each step.

Step 1: Loading

Step 2: Sedimentation

Step 3: Decantation / Filtration

Task 8 : Survey

Conduct a survey of your home and make a list of various materials which are

commonly used in daily life. Classify these materials into pure substances and

mixtures. Further, classify the mixtures into homogenous and heterogeneous on the

basis of their appearance.

Prepare a written report of your findings and submit it to the teacher. Submission of

report will be followed by a viva-voce wherein questions related to the conduct of the

survey and analysis of collected data will be asked.

Note: The teacher may give a general format for writing the report.

Time Span : 2-3 days

Assessment rubric:

Assessment Rubric

Criteria Written Report Viva - Voce

Marks ( 4 ) ( 1 )

Organisation and

presentation of the

information / data*

Interpretation of collected data

and conclusions drawn

(2 ) (2)

* May include graphical, tabular, diagrammatic presentation

Task 9: Hands-on activity (Group Activity)

Divide the class into groups of four students. Assign one mixture to each group. Ask

them to separate the components of that mixture. Some suggested mixtures are

given below:

a) Sugar + Tiny white stones + Camphor powder

b) Ammonium chloride + Common salt + Chalk powder

c) Sawdust + Common salt + Iron nails

d) Camphor powder + Sand + Salt

e) Sugar + sand + Iron nails

f) Sand + Gravel + Camphor powder

g) Common salt + Copper turnings + Iron fillings

h) Chalk powder + Tiny white stones + Iron fillings

i) Sulphur powder + Iron nails + Common salt

j) Urad dal + Tiny white stones + Iodine crystals

Provide the following materials to the students:

Beakers, funnel, filter paper, china dish, tripod, wire gauge, burner / spirit lamp, bar

or horse shoe magnet, water.

The activity will be followed by a Viva-voce wherein each student will be asked two

questions related to the performance of activity. The students will then be asked to

prepare a written report of the activity performed by them and submit it to the

teacher.

For the teacher:

• The processes like evaporation, sublimation, filtration should be demonstrated

to the students in periods prior to this activity.

• Since this activity may require heating, it should be strictly carried out under

the supervision of teacher and a lab assistant.

• The class may be divided into two batches of 20-25 students each and one

group may be called to the lab for carrying out this activity at a time so as to

avoid crowding of the lab and to make supervision work easier.

Time span:

a) One period (35-40 minutes) for performing the activity

b) 2 to 3 days for writing the report.

Assessment rubric:

Assessment Rubric

Performance of Activity Written Report

Criteria Correct identification of apparatus /

material required

Correct setting -up of

apparatus and

performing the activity

Team spirit

viva -voce ( two

questions)

Presentation of the

observed data *

Analysis of data and drawing correct

conclusion

Marks ( 1 ) ( 2 ) ( 1 ) ( 2 ) 1 + 1

( 2 ) ( 2 )


Task 10: Field trip

Organise, if possible, a field trip to nearby dairy to make the students get familiar

with the process of obtaining butter and cream from milk.

• Take one class (about 45 students) at a time.

• Give the printed questionnaire to the students at the end of the trip.

Answer the following questions on the basis of what you observed during the trip:

a) Write the name of the dairy you visited

b) Name the products which were prepared in the diary.

c) What were the processes used for preparing these products?

d) Name the process used for preparing cream from milk.

Time span: One day

Assessment rubric: The student may be assessed on the basis of the answers

given to the questions given in the questionnaire as well as discipline and team spirit

exhibited by her /him during the trip.

CLASS VII

Chapter no. and name: 4, Acids, Bases and Salts

1) Pen and Paper test

Topic to be assessed:

a) Acids

b) Bases and alkalies

Task 1: Multiple choice questions

A) Which of the following is an organic acid?

a) Nitric Acid

b) Oxalic acid

c) Sulphurous acid

d) Phosphoric acid

B) A substance ‘X’ is bitter in taste and has a soapy feel. It is soluble in water.

Which of the following is true about ‘X’?

a) ‘X’ is an acid and is a strong acid

b) ‘X’ is a base and is not an alkali

c) ‘X’ is not an alkali but is a strong base

d) ‘X’ is a base and is an alkali

Time Span : 10 minutes (for 5 MCQs)

Assessment rubric: One mark to be awarded for each correct answer.

Task 2: Fill in the blanks with the appropriate word:

a) Acids generally have a _______________ taste. (sweet / sour)

b) Bases which are soluble in water are called __________. (alkalies /

indicators)

c) Bases react with acids to form _____________ and water. (salt / alkali)

d) Acids found in plants and animals are called ___________ acids. (mineral /

organic)

e) Concentrated acids have ___________ content of water. (small / large)



Task 3: Match the columns

Match the following:

A B

• Nitric acid

• Vinegar

• Sodium hydroxide

• Aluminium hydroxide

• Red ants

• Formic acid

• Alkali

• Weak base

• Strong acid

• Acetic acid


Assessment rubric : One mark to be awarded for each correct matching

2) Class Response: Worksheets

Topics to be assessed:

• Indicators

• Neutralisation reaction

• Salts – naming, properties and types

Task 4: Data based worksheet

A substance ‘X’ turns red litmus blue and substance ‘Y’ turns blue litmus red. The

two substances ‘X’ and ‘Y’ are reacted together. On their reaction, water and a salt

called aluminium sulphate is formed.

Now, answer the following questions on the basis of the information given above:

a) What is the name of substance ‘X’?

b) What is the name of substance ‘Y’?

c) Write the chemical equation for the formation of the salt.

d) What type of salt is aluminium sulphate?

e) How will you verify your answer to question (d)?


Assessment rubric: One mark to be awarded for answering each part correctly.

Task 5: Crossword puzzle worksheet

Across → Down ↓

1) Salts of this acid are called

nitrates

2) It is a weak base

3) Reaction between an acid and a

base

4) Substance which changes colour

in acidic and basic medium

5) Salt formed between a strong

base and a weak acid

6) Substance which gives pink colour

with phenolphthalein

(2) ↓

(1) → N (4) ↓ (3) → (6) ↓ (5) →



Task 6: Flowchart worksheet

Time Span: 10 minutes

Assessment rubric: One mark to be awarded for filling each block with the correct

term.

Task 7: Diagram based worksheet

A substance ‘X’ is dissolved in water and the solution is tested with litmus paper. It

turns red litmus blue. This solution is found to be conducting electricity.

Answer the following questions:

a) What type of a substance is ‘X’?

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

b) Draw a neat diagram to show that solution of ‘X’ in water conducts electricity.

c) Label the above diagram.


Assessment rubric:

a) One mark to be awarded for the correct answer (basic salt). You may award

half mark for writing ‘salt’ as the answer.

b) Two marks to be awarded for drawing the correct diagram.

c) Two marks to be awarded for correct labeling of the diagram (atleast four

labels).

Task 8: Hands-on activity – Group activity

Divide the class into small groups of 4 students each. Ask each group to bring

following materials from home:

i) Soap – liquid hand wash, dish washing soap, detergents, bathing soap

ii) Shampoo and hair conditioner

iii) Aerated and non-aerated soft drinks

iv) Fruit and vegetable juices.

v) Medicines like digene gel, gelusil (liquid), crocin syrup, etc.

vi) Garden soil

vii) Rain water, if available

viii)Face wash and face scrub

ix) Face cream

x) Milk and curd

Take the students to the lab in two batches. Ask them to work in their respective

groups and test various materials collected by them with litmus paper to find whether

they are acidic or basic. Ask them to note their observations in a notebook. At the

end of the activity, conduct a viva-voce wherein each students may be asked 2

questions related to the topic.

Ask the students to prepare a written report of the activity performed by them and

submit it to the teacher.

Time span:

• 1 period (35-40 minutes) for performing the activity (for 1 batch)

• 2-3 days for writing the report

Assessment rubric:

Assessment Rubric



material required


apparatus and


Team spirit

viva -voce ( two

questions)

Presentation of the

observed data *


conclusion

Marks ( 1 ) ( 2 ) ( 1 ) ( 2 ) 1 + 1

( 2 ) ( 2 )


Task 9: Project

Some acids, bases and salts are commonly used in our daily life. Find out the names

of such substances, specify whether they are acids, bases or salts and write their

uses.

Submit your findings to the teacher in the form of a written report.

Time span: One week

Assessment rubric:

Assessment Rubric

Criteria Written Report

Marks ( 5 )

Organization and presentation of the information/ data *

Relevance of contents

Content analysis and conclusions drawn

( 2 ) ( 1 ) (2)

* May include tabular, diagrammatic, graphic presentation

CLASS VIII

Chapter No. and Name : 3, Metals and Non – Metals

1) Pen and Paper test

Topic to be assessed :

a) Physical and chemical properties of metals and non- metals

Expected Learning outcomes : The students will be able to

• differentiate between metals and non-metals on the basis of their physical

properties.

• understand the difference in the chemical behaviour of metals and non-metals

Task 1 : Multiple choice questions

A) Gold is used for making jewellary because it can be drawn into extremely thin

wires and can be beaten into very thin foils. This means gold is

a) highly ductile and sonorous

b) highly brittle and malleable

c) highly ductile and malleable

c) an insulator and has luster

B) An element ‘X’ is reacted with dilute HCl in a test tube. Bubbles of a

colourless gas evolve. This gas burns with a pop sound when a burning

match stick is brought near the mouth of the test tube. This shows that.

a) element ‘X’ is a metal and the gas evolved is oxygen

b) element ‘X’ is a non – metal the gas evolved is chlorine

c) element ‘X’ is a non-metal and the gas evolved is hydrogen

d) element ‘X’ is a metal and the gas evolved is hydrogen

Time span : 10 minutes ( for 5 MCQs)

Assessment Rubric :

• One mark for a question which involves understanding / application of one

concept.

• Two marks for a question in which understanding of more than one concept

is being assessed.

Task 2 : Match the following:

A B

• Brass

• Bronze

• Alnico

• Gunmetal

• German silver

• Duralumin

• Table ware

• Gun barrels

• Aircraft bodies

• Medals

• Nuts & Bolts

• Magnets


Assessment rubric: One mark to be awarded for each correct matching.

2) Class Response: Worksheets

Task 3 : Data - based worksheet

Two elements ‘X’ and ‘Y’ were burnt in air in two separate jars. The ash

formed by their burning was collected and mixed with water to form two separate

solutions. These solution were tested with litmus paper. Both the solutions turned red

litmus blue.

Further, these elements were made to react with dilute HCl separately.

Element ‘X’ produced bubbles of a colourless gas, which burnt with a pop sound.

Element ‘Y’ did not show any reaction. On the basis of the above information,

answer the following questions:

a) Are elements ‘X’ and ‘Y’ metals or non - metals ?

b) Name the gas evolved on reaction of ‘X’ with dilute HCl.

c) Can we store a solution of compound, having chemical formula YSO4, in a

container made of element ‘X’?

d) Give reason for your answer to question (c).


Assessment rubric:

Ques. (a) Ques (b) Ques (c) Ques (d)

Criterion Correct answer

Correct answer

Correct answer

(i) Comparison of reactivity of 'X' & 'Y'

Marks ( 1 ) ( 1 ) ( 1 ) ( 1 )

(ii) Displacement reaction

( 1 )

Task 4 : Crossword puzzle worksheet

Topic to be assessed : Properties and uses of metals and non-metals

Expected learning outcomes : The students will be able to

• correlate the information with the uses of metals, alloys and non-metals in

their daily life.

• analyze the given clues and apply the knowledge gained in the chapter to

solve the puzzle.

Some clues / hints are given below. Read these clues carefully and solve the

crossword puzzle by filling the boxes with suitable words.

Across → Down ↓

(1) Gas evolved when zinc reacts with a dilute acid.

(2) An alloy used for making gun barrels

(3) An element which shows properties of metals as well as non – metals

(4) A non- metal essential for all living beings

(5) A highly ductile and malleable metal used for making jewellary

(6) It is a noble metal

(7) A non – metal used as an antiseptic

(8) A non – metal which is a good electrical conductor

(9) A mineral from which a metal can be extracted profitably.

(2) ↓

(1) → H (4) ↓ (3) → (9) (6) ↓ (8) → (5) (7) →



Task 5 : Demonstration Based Worksheet

Topic to be assessed : Reactivity series of metals


• enhance their capacity to observe

• apply the acquired knowledge to the given situation to draw the correct

inference

The teacher may demonstrate the following activity in the class.

Take two glass beakers and label them as ‘A’ and ‘B’. In beaker ‘A’ take aqueous

solution of CuSO4 and dip a zinc strip in it. In beaker ‘B’ take aqueous solution of

AgNO3 and dip a copper strip in it.

Keep the two beakers undisturbed for 10 minutes. Ask the students to observe them

carefully and then, answer the questions that follow:

a) What change do you observe in beaker ‘A’ ?

b) What change do you observe in beaker ‘B’ ?

c) Name the type of chemical reaction which is occurring in this activity.

d) Write the chemical equation for the reaction occurring in beaker ‘A’

e) Arrange the three metals, involved in this activity, in the order of their

decreasing reactivity.

Time span : One period (35–40 minutes)

Assessment rubric : One mark will be awarded for each correct answer.

Task 6: Concept Map – Worksheet

Time span: 10 minutes

Assessment rubric: One mark to be awarded for filling each block with the correct

term.

Task 7 : Hands – on Experiment - Group Activity

Topic to be assessed : Physical and chemical properties of metals.


• ‘learn by doing’ and hence, retain the knowledge longer.

• develop a healthy team spirit by working in a group.

Divide the class into groups of four students each. Assign an activity to each group.

The students of every group will be asked to perform the activity assigned to them

collectively. The activity will be followed by a viva – voce wherein each student will

be asked two questions related to her / his activity. The students will be asked to

prepare a written report of the activity performed by them individually. The format of

the report may be given to the students by the teacher.

Some suggested activities for this task are given below :

a) To show that metallic oxides are basic in nature.

b) To show that non – metallic oxides are acidic in nature.

c) To show that copper sulphate solution cannot be stored in aluminum

containers.

d) To show that reactivity of Mg, Cu and Ag is in the order Mg > Cu > Ag

e) To show that metals react with dilute acids to liberate hydrogen gas.

The teacher may devise more such activities related to the topic.

Time Span :

• 30 minutes for performing the activity and viva – voce.

• Two days for preparation of the report.

Assessment rubric:

Assessment Rubric



material required


apparatus and


Team spirit

viva -voce ( two

questions)

Presentation of the

observed data *


conclusion

Marks ( 1 ) ( 2 ) ( 1 ) ( 2 ) 1 + 1

( 2 ) ( 2 )


Task 8 : Survey

Topic to be assessed : Uses of metals and alloys

Expected learning outcomes : The students will be able to find the uses of metals

and their alloys in their daily life

Conduct a survey of your home and make a list of articles which are made of a metal

or an alloy. Prepare a report of the survey conducted by you and submit it to the

teacher. Submission of report will be followed by a viva – voce wherein questions

related to the conduct of the survey and analysis of collected data will be asked.

Time span : (i) One day for conducting the survey

(ii) Two days for preparing the report

Assessment rubric:

Assessment Rubric

Written Report

( 4 )

Organisation and presentation of the information / data*

Interpretation of collected data and conclusions drawn

(2 ) (2)


Task 9: Power Point Presentation

Ask the students to collect information / data about uses of various metals and their

alloys as well as the uses of non-metals in our daily life. Ask them to prepare a

PowerPoint presentation of this data and submit it to the teacher.

Time span: One week

Assessment rubric:

Assessment Rubric

Criteria Introduction * Content** Text elements and layout ***

Citations ****

Graphics animation etc. & writing mechanics *****

Marks ( 2 ) ( 2 ) ( 2 ) ( 2 ) ( 2 )

* Includes effectiveness to draw audience into the presentation, coherence,

relation to the topic etc.

** Includes clarity, pithiness, logical progression, accuracy etc.

*** Includes legible font, appropriate font size and background, visual appeal,

appropriate use of headings etc.

**** includes proper citing of sources of information to enhance its credibility.

***** includes use of suitable graphics, animation etc.

formative assessment activities vi viii

Documents

expected learning outcomes

formative assessment activities

week assessment rubric

multiple choice questions

assessment rubric performance

data based worksheet

information data

paper test topic