Dtert - Draft Common Syllabus 2009 – Science

DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE

DRAFT COMMON SYLLABUS 2009 CLASSES I to II – ENVIRONMENTAL SCIENCE

CLASSES III to X – SCIENCE

A. National Curricular Framework 2005 – Primary Stage (Classes I to V)

Primary science education has to be a phase of joyful learning for the child… The main objectives at this stage are to arouse curiosity about the world (natural environment, artifacts and people) and have the child engage in exploratory and hands-on activities that lead to the development of basic cognitive and psychomotor skills language, observation, recording, differentiation, classification, inference, drawing, illustrations, design and fabrication, estimation and measurement.

This is the stage, ---- to emphasize language development through and for science learning.

The criteria for identifying the content at the primary stage are relevance, meaningfulness and interest to the child. The content should provide opportunities to deal with the real and concrete world of the children, rather than a formal abstract world.

The pedagogy should essentially be based on activities in and out of classroom, as well as other methods such as stories, poems, plays and other kinds of group activities.

Concern for environment and inculcation of related values can be promoted through activities (planting of seeds, protecting trees, not wasting water, etc.) and practices relating to health, hygiene and social interactions are best taught by example rather than through recitations from a text book. The atmosphere in the classroom should not stress the child to perform, but allow learning to take place at individual pace and permit free interaction among children and the teacher.

The assessment should aim at gaining greater insight into various aspects of the child’s learning: language comprehension, reading ability, articulation, ability to work with hands and in groups, skills of observation, classification, drawing, and the other skills which constitute learning at this stage.

Every primary school must have an activity room or an area where a class can assemble for individual or small-group activities.

Children should be encouraged to draw and write by converting three sides of the classroom into a blackboard at eye-level.

While deciding content across grades we should steer away from the pipeline approach whereby some concepts get introduced too early for any meaningful understanding, on the grounds that they are required at a later stage. It must be realized that a difficult concept is not simplified merely by presenting it briefly, without rigour. Rather, the pre-requisites in terms of ideas, experiences and activities should be provided at the appropriate levels.

We should avoid steep learning gradients, as currently existing between the secondary and higher secondary stages.

B. How Children Learn

“Young children are actively engaged in making sense of their worlds. Young children exhibit a strong desire to apply themselves in intentional learning situations. They also learn in situations where there is no external pressure to improve and no


feedback or reward other than pure satisfaction—sometimes called achievement or competence motivation. One of the challenges of schools is to build on children’s motivation to explore, succeed, understand and harness it in the service of learning.”

“If one believes that learning differences are determined by gradual increases in

capacity or speed of processing, one would except relatively uniform increases in learning across most domains but if one believes that strategies and knowledge are important one would expect different levels of learning depending on the children’s conceptual knowledge & their control over strategies that organize that knowledge for learning. Although children learn readily in some domains they can learn practically anything by sheer will & effort. When required to learn about non-privileged domains they need to develop strategies of intentional learning. In learning children need to understand what it means to learn, who are they as learners and how to go about planning, monitoring, revising & reflecting upon their learning & that of others. Children lack knowledge & experience but not reasoning ability. Although young children are inexperienced they reason facilely with the knowledge they have.” A curriculum must reflect this.

“Between 5-10 years of age children’s understanding of the need to use strategic effort in order to learn becomes increasingly sophisticated and their ability to talk about and reflect on learning continues to grow throughout the school years. By recognizing this dawning understanding in children one can begin to design learning activities in the early school years that build on and strengthen their understanding of what it means to learn and remember. The fact that children use diverse strategies is not a mere idiosyncrasy of human cognition. Good reasons exist for people to know and use multiple strategies. Strategies differ in their accuracy, in the amount of time their execution requires, in their processing demands and in the range of problems to which they apply. Strategic choices involve trade offs among these properties. The broader the range of strategies that children know, and can apply, the more precisely they can shape their approaches to the demands of particular circumstances.”

C. Guiding Principles: A. Joyful & non threatening – build a feeling of I Can

B. Content ---contextually relevant, age appropriate By age appropriate is meant:

who is the child in that age group? how does the child learn? what facets of his/her learning are relevant to enhance

By contextual relevance--- things seen heard, felt, touched, tasted by the child – in the “sensorium” of the child—directly relevant to the immediate world.

C. Evocative D. Sensitive to gender, class, life in a pluralistic society, nature (environment) E. Encourage Exploration F. Experiential

Based on the above,

• We look at four outcomes—Content, Skill, Experiential & Value • We create space for Questions & Observations • We include generic skills--- language, thinking, reflecting • Evaluation


D. Outcomes

Outcome Description Methodology Statement

Content • Classes 1, 2 Content cannot be read independently by student.

• Reading aloud--listening, Looking at Pictures, Discussions, Doing activities together are the main modalities

• In classes 3, 4 children are independent readers. Stories, poems, Narratives, Descriptions are the main modalities of content exploration

• Text book • Cards

NOW I KNOW

Functional A skill list is provided. In the younger classes functional

outcomes can also reflect applications ---things the child can do

Skills translate into methodologies in the following ways—

• Read (picture reading for classes 1, 2)

• Write (answers, record)

• Discuss • Narrate/ Show &

Tell • Ask & Find out • Think (cognitive

skill) • Draw

NOW I CAN

Experiential Exploration using the 5 senses Kinesthetic Work with hands

Observe Find Out Do/ Make

(experiments, projects)

NOW I CAN

Value • Social—building sensitivity to caste, class, gender—living in a pluralistic society

• Being with peers • Environmental—an ethic of care

with animals, plants, things we use, wastes we generate

• Self —respecting feelings, change, caring for one’s health, being safe

• Evocative quality of the reading material

• Discussions • Activities

NOW I WILL


Questions & Observations

• Children’s questions & observations

• Discussion

Generic Skills • How did you? Questions for understanding how understanding happens, problem solving, planning, finding errors

• Discussions—one to one with teacher / peer, small groups, large group.

HOW DID I?

E. Methodology Every activity has to be meaningful in the here & now while building for a future learning.

• Observation based • Exploratory • Multi sensorial • Integrated (with all the other learning in math & language) • Skill based (skills & content go together)

The methodology should scaffold for all the above listed outcomes It should allow room for children’s questions, observations. F. Evaluation Guidelines

1. Purpose of evaluation should be to help the teacher & child recognize where the conceptual/ other errors lie and how they can be strengthened.

2. Will follow the blend of experiences, skills & content that the chapter exposes the child to. 3. Will be a blend of formative & summative. 4. Will include multiple modes. ( oral. drawing, written work etc) 5. Will cover the main content areas as outlined in the outcomes. 6. A normative assessment can happen for every term. 7. Should have a blend of simple---challenging. 8. Should also include qualitative comments on the child’s involvement. 9. Can include evaluation by self, peer and teacher

10. Assessment could also comment on child’s patience, persistence, enthusiasm, ability to work methodically,

G. List of Skills Some relevant skills are listed below. (This is not a comprehensive listing nor does it reflect children’s capabilities entirely)

Skill Skill Subsets

Draw from your imagination

Draw following the dotted lines

Drawing

Draw following instructions


Learning to represent

Draw within a grid

Continue the pattern

Color

Observation Observe around you Observe in the pictures given

Observe & Imitate/ Tabulate/ Draw/ Record/ Match/ Pair/ Find similarities/ Read a Picture Story in the card, text. Observe & Find connections/ Describe/ Narrate/Group/ Name/Find the missing objects/Classify/Differentiate Observe & Color/ Count/ Sequence Identify from a description

Make observing the pictures

Make observing the sequence in the pictures

Make from your imagination

Art

Make with a theme given

Jigsaws--- Put the pieces together to make a picture

Find your way through the maze

Pre-mapping in the classroom

Spotting shapes in the environment

Spot differences between

Find the similar one

Spatial Skills

Mapping the neighborhood

Cognitive Skill

Articulating a Q clearly Questioning

Sequencing a set of questions


Sustaining a question

Ability to frame a set of Q

Spotting key words

Spotting unknown words

Comprehension

Reading Comprehension

Explaining a concept to another

Following Instructions Following a set of instructions

Written Work Answering a question -a small paragraph

Describing phenomenon, situation (oral+ written)

Explaining observed phenomenon, situation (oral+ written)

Investigative expression

Authentic noting down of data

Small summaries

Written/Spoken skills

Reporting observations & results systematically

Observing similarities, differences patterns , trends

Comparing outer features—abstract qualities Comparison

Spotting similarities in differences

Categorization Sorting , Pairing Grouping


Defining a basis for categorization

Grouping on the basis of the category

Shifting & regrouping on a fresh basis

Representing classes, subclasses

Tabulation

Selecting of appropriate measuring instrument Measurement

Using appropriate units of measurement

Estimation Quantities, distances

Counting Fostering math skills through science

Sequencing—earlier from later, distant from near

Sequencing steps in a planned activity

Can make or follow a flow diagram

Sequencing

Making a timeline

Making links between seen & unseen

Drawing an inference between conclusion & prior data Association

Ability to go from previous knowledge to present learning

Problem Solving Can begin to problem solve

Ability to Memorize Songs, stories, rhymes, facts

Making Models Make simple models following instructions


H. Contest Areas at a Glance My Natural Biological Environment Plants Animal Birds Insects

My Natural Physical Environment Day & Night, Air and Water

My Self My Body, Keeping Healthy

Man, Matter Materials---use of the environment to meet needs

Natural resources 3 states of matter, Properties of materials & their use matter material- wastes—(generation, management)

Work How I help Push & pull Tools & energy to help us work

Science in Every day life

Science & questions Local innovations Kitchen science Biography of a scientist

Travelogue Transport Travel to different environments


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I. Syllabus for Classes 1-5

Environmental Science Science Sl. No. Topic

Class 1 Class 2 Class 3 Class 4 Class 5

1.

Plants

1.1 The tree as a

home to many birds, animals

1.2 insects 1.3 Plants and

flowers around the child

World of plants 1.1 Parts of a plant 1.2 Different kinds of

Trees, Shrubs, Herbs, Grasses, Climbers and creepers around the child.

World of plants 1.1 Parts of a

plant 1.2 Leaves 1.3 Flowers 1.4 Different

kinds of fruits and seeds

1.1 Edible parts 1.2 Life cycle (seed to

seed) 1.3 Germination 1.4 Plants in our

society (sacred trees, grasses, flowers and festivals, Vanamahotsav)

1.1 Web of Life 1.2 Pollination, 1.3 Dispersal of

seeds 1.4 Plants as

primary producers

1.5 Uses of Plants-Medicine, food, aromatic plants, timber yielding plants etc


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2. Animals &

Birds 2.1 Animals around the child dogs, cats, cows 2.2 Dog as man’s friend

2.1 Birds Around the child ---Spotting & describing birds 2.2 Nests of birds 2.3 Care of the young ones 2.4 Food

2.1 Animals in different environments -land, air, on trees 2.1 Morphology External features 2.2 Food & mouth parts in relation to the food eaten 2.3 Herbivore, carnivore, and omnivore 2.4 Movement 2.5 Camouflage

2.1 Special Senses of Animals 2.1 Care of their young 2.3 Animal Communities

2.1 Diminishing spaces for animals 2.2 Sanctuaries 2.3 Prevention of cruelty to animals

3. Small Creatures Around the children

3.1 Names of the Small Creatures around the children

3.2 Habitat water, soil, garden, in the home

3.3 Morphology 3.4 Food 3.5 Movement

3.1 Life of Ants

3.1 Life cycle of a butterfly 3.2 Bee keeping


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4. Day and

Night 4.1 Rhythms of the day and night life around the child 4.2 Day and Night sky 4.3 Animals and people who have different rhythms 4.4 Welcoming the day 4.5 Ending the day peacefully

4.1 Night sky observation

4.1 Phases of Moon 4.2 About the moon 4.3 Full moon, New Moon 4.4 Day and night formation

4.1 Sun and Shadows 4.2 Directions

4.1 Space 4.2 People in space

5. Water Rain 5.1 A rainy day 5.2 Rainbow

5.1 Life in and around water -- freshwater, sea etc

5.1 Use of water 5.2 Potable water 5.3 Prevention of water borne diseases 5.3 Pollution and its Prevention

5.1 Too much and too little rain Droughts, floods 5.2 Conserving Water 5.3 Tapping water -- traditional water harvesting structures 5.4 Water scarcity difficulties people experience in procuring water

5.1 Understanding some properties of water

6. Air 6.1 Kinds of breeze and winds

6.1 Air is a mixture of gases 6.2 Constituents of air

6.1 Understanding some properties of air


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7. Food 7.1 The Milkman 7.2 The vegetable market 7.3 The provision store

7.1 Names of the cereals, pulses, greens, millets 7.2 Dairy products and their preparation 7.3 Meat of animals, egg 7.4 Spices 7.5 Food eaten by people of different ages

7.1 Ingredients of food eaten 7.2 Sources of food 7.3 Having a nutritious meal -- food groups, nutrients 7.4 Food eaten in different places

7.1 Raw and cooked food 7.2 Food in illness 7.3 Utensils used in cooking 7.4 Cooking Practices 7.5 Food hygiene

7.1 Preservation and spoilage of food 7.2 Kitchen Science

8 My Body 8.1 Five sense organs 8.2 Exploration of sounds 8.3 Animal and Birds sounds

8.1 Simple body movements running, skipping, playing. 8.2 Parts of the body 8.3 Right & left

8.1 Skin, muscles, bones, joints, teeth, hair

8.1 Over view of the internal organs of the human body 8.2 Digestion of food

8.1 Brain, 8.2 Sense organs

9 Keeping Healthy and Clean

9.1 Daily routines for cleanliness 9.2 Protection of the sense organs

9.1 Keeping the surroundings clean classroom, public places 9.2 Importance of a yearly medical check up

9.1 Good health eating right, breathing right, keeping fit, keeping cheerful

9.2 Eye Exercises for better vision

9.1 Personal safety (At home On the road In school )

9.1 Spread and prevention of a disease (example -- common cold )

10 Man, Matter and Materials

10.1 Things to touch and feel 10.2 Sand and Mud 10.3 A day in the beach

10.1 Natural resources- wood, stone, sand, clay, metals, water 10.2 Indian toys using natural materials (link to people who

10.1 Three states of matter

10.1 Transformation of natural resources into materials for use (one example from industry & one from agriculture) 10.2 Generation of

10.1 Properties of materials 10.2 Different kinds of houses --variation with climate


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make them) waste 10.3 Kinds of wastes and sources 10.4 Recycling

11 Work 11.1 Helping at home

11.1 Push and pull to work

11.1 Tools to work (Different kinds of tools and their design for use ) Tools used by the various professionals

11.1 Energy and work (Relationship between energy, force and movement)

11.1 Renewable sources of energy

11.2 Non renewable sources of energy Uses and applications of energy 11.3 Conserving energy

12 Science in Everyday Life

12.1 Need based science local innovations 12.2 Questions and Science

12.1 Kitchen science 12.2 Biography of a scientist

13 Travelogue 13.1 A Bus Journey 13.2 Different modes of transport

13.1 Along a river (Animals, plants, people, activities and preservation)

13.1 To a Forest (Animals, plants, produce from forests) 13.2 Deforestation and its consequences, conservation

13.1 To a farm (animals, plants, people, growing a crop)

13.1 To a Botanical Sanctuary (Edible plants Medicinal plants Aromatic plants Seeds) 13.2 Kinds of Flowers (Fragrances, Dyes Flower Motifs)


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J. A Sample Lesson Plan - Detailed Listing of Outcomes for Class I

Sl. No. Topic Content Outcomes Functional Outcomes Experiential/

Value Outcomes Evaluation Suggested Methodologies

1 Plants The tree as a home to many birds, animals insects. Plants and flowers around the child

Observing plants around them Naming Describing

Appreciating the trees as a home to many animals, birds, insects Recalling happiness in playing under the trees.

Name trees, birds, animals, insects, flowers Describe them

Games I play under the trees Story of the girl who could hear the trees Plants around me that I know to name, see Words I use to describe the plant Leaf & Bark etchings Flowers I like Colors of flowers

2. Animals Animals around the child---dogs , cats, cows Dog as man’s friend --- Dogs help blind people & policemen

Observing animals around them Naming animals Describing their features & behaviour Mimicking Learning to draw animals in simple steps Thumbprint animals

People and children can understand the language of animals We treat animals with kindness and care

Name animals around them Describe their features & behaviour

Exercises ---- I care for my dog by-- My dog looks like--- (appearance) My dog likes to----( behaviour, food) Other animals I know or have heard of Caring story Mimicry Learning to draw animals in simple steps Thumbprint animals

3. Small Creatures Around Us

NA NA NA NA NA

4. Day & Night 4.1 Rhythms of the day and night life around the child

Awareness of the rhythms of the day & night—mine & life around me Observation of day &

Awareness of the rhythmic nature of the day ---people, events Importance of

Draw the day & night sky Describe a morning scene in home Recite the poem to

Poem to welcome the day My actions in the different times of day----sequence What happens around me at different times of day---vegetable vendor, milk


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4.2 Day and Night sky 4.3 Animals and people who have different rhythms 4.4 Welcoming the day 4.5 Ending the day peacefully

night sky

sleeping early & having enough sleep---ending the day on a peaceful note A sense of welcome for the rising sun & the day

welcome the day man— TV, Sounds at different times--discussion What my mother & father do—naming,, listing Animals & people awake at night ---picture stories

5 Water

Rain A rainy day Rainbow

Observation of my surroundings, Plants, clouds etc on a rainy day Observing the rainbow

Enjoyment and experience of rain

Draw a rainy day Color the rainbow Describe my surroundings on a rainy day

What I like to do when it rains Sounds in the rain What happens in my home during & after the rain My neighborhood when it rains How plants change with the rain Clouds--- on a sunny & rainy day—different shapes The Rainbow---colors of the sky at different times

6 Air NA NA NA NA NA

7 Food The Milkman The vegetable market The provision store

Observation of a market place, Aavin booth Describing them Interaction with the milkman and grocer Understanding the different tastes

The animals & plants around us give us all we need to eat Experiencing the excitement of a market place

Name some shops in the market place Draw and name some fruits & vegetables Narrate an incident you witnessed in the market place Name some provisions

Exercises based on: Where does my milk come from? At the vegetable market---shops, vendors, arrangement of goods Buying Provisions Making idli in my home Different tastes Story—one day in the life of a vendor


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Observing idli preparation in my home Naming some vegetables and fruits Drawing

that your family bought.

8 My Body

Five sense organs Exploration of sounds Animal and Birds sounds

Listening to sounds Identification of sounds—human, animal, other Rhythms and sounds Finding words for sounds Mimicking sounds Identifying unpleasant sounds

Awareness of different sounds around them

Identifying sounds Naming the functions of the sense organs Differentiating various tones and naming loud and unpleasant sounds

Exercises for : 1. My 5 sense organs and their

functions 2. Sounds

Can you recognize somebody by their voice? Where is the sound coming from?---identifying direction Sounds & feelings---volume of sound Unpleasant sounds Speech & feelings –how I change the sounds Sounds & places---in my home, school, classroom, public places Objects I recognize by their sounds—eg, sound of a spoon falling, Sound (s) of water Rhythms & Sound Animal & Bird sounds that you have heard Sounds I like

9 Keeping Clean Daily routines for cleanliness Protection of the sense organs

Learning and following routines of cleanliness Learning how to protect the sense

Keeping track of one’s daily routines of cleanliness

Name the objects that I use to keep clean Demonstrate the brushing and hand wash routines

How I keep clean Demonstrating and practicing the teeth and hand wash routines. Naming objects used to keep clean Song


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organs---do’s and don’ts Hand wash procedure Care of the teeth

Identify do’s and don’ts to protect sense organs

Do’s and Don’ts—exercises for

10 Man Matter and Materials

Things to touch and feel Sand and Mud A day in the beach

Making things with clay Understanding textures of objects around them

Awareness of textures Sand play Handling clay—making things with it

Make an object with clay Name textures and pair with objects.

1. Things I touch & feel 2. Sand & Mud What can I make with sand? 3. A day in the beach 4. What can I make with wet mud? 5. Textures of objects around me—soft,

hard, rough, smooth— texture board, feeling objects around me

6. Textures I like 7. Song 8. Story of a day in the beach

11 Work Helping at home Doing small tasks at home

Understanding how everybody contributes to work at home

Describe how you help at home Picture story interpretation

Song on tasks Story Role of different members Different types of work done by them People working by day and night Exercises based on a Picture story of a working family.

12 Science in Everyday Life NA NA NA NA NA

13 Travelogue

A Bus Journey Different modes of transport.

Recognizing the sounds of different vehicles and naming them. Understanding the

Awareness of a journey—the different sights, sounds etc.

Name a few vehicles Describe a journey you have undertaken/ sights and sounds of the bus-stand

Exercises for – 1. A Bus Journey-- (the number if

the bus?, destination, starting point, people in the bus)

2. A journey undertaken by you


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purpose of travel and the processes involved in a bus journey

Sequence the process of a bus journey

Story of a journey 3. Sounds the vehicles make 4. Description of a bus stand--the

sights & sounds 5. Queuing to get into the bus 6. Different modes of transport —

Discussion & role play can also be used


CLASSES VI to X SCIENCE

Vision – Equity without compromise

– Active learning as envisioned in the NCF 2005

– Universal [Inclusive] Design built into syllabus and Classroom Transaction

– Sensitivity to concerns

– Social

Gender

Minorities

Disadvantaged

– Child Rights

Safety – physical, psychological

Classroom engagement

Learning opportunities

Equitable processes with peers

Safe Access to teacher

To create a basis of holistic learning that can address children with a wide range of learning abilities and motivations.

To create a syllabus definition that will allow for excitement, exploration, and creative understanding for every learner through active engagement.

To create a syllabus that will address the need of learners with multiple intelligences.

National Curriculum Framework 2005 • Holistic approach in the treatment of learners' development and learning.

• Creating an inclusive environment in the classroom for all students.

• Learner engagement for construction of knowledge and fostering of creativity.

• Active learning through the experiential mode.

• Adequate room for voicing children's thoughts, curiosity, and questions in curricular practices.

• Connecting knowledge across disciplinary boundaries to provide a broader frame work for insightful construction of knowledge.

• Forms of learner engagement — observing, exploring, discovering, analysing, critical reflection, etc. — are as important as the content of knowledge itself.

• Activities for developing critical perspectives on socio-cultural realities need to find space in curricular practices.

• Local knowledge and children's experiences are essential components of text books and pedagogic practices.


• The school years are a period of rapid development, with changes and shifts in children's capabilities, attitudes and interests that have implications for choosing and organising the content and process of knowledge.

Who is the learner? How Children Learn?

Some relevant extracts from a meta study titled “How People Learn: Brain, Mind, Experience & School” (John Bramsford, Ann Brown & Rodney Cocking)

Young children are actively engaged in making sense of their worlds. One of the challenges of schools is to build on children’s motivation to explore, succeed, understand and harness it in the service of learning.

When required to learn about non-privileged domains they need to develop strategies of intentional learning. In learning children need to understand what it means to learn, who are they as learners and how to go about planning, monitoring, revising & reflecting upon their learning & that of others. Children lack knowledge & experience but not reasoning ability.

Early knowledge may impede later learning. For example, children who treat rational numbers as they had treated whole numbers will experience trouble ahead. Awareness of these roadblocks to learning could help teachers anticipate the difficulty.

The importance of prior knowledge in determining performance is crucial to adults as well as children. It includes knowledge about learning, about their own learning strengths and weaknesses and the demands of the learning task at hand. Meta cognition also includes self regulation- the ability to orchestrate ones learning to plan, monitor success, and correct errors when appropriate

Between 5-10 years of age children’s understanding of the need to use strategic effort in order to learn becomes increasingly sophisticated and their ability to talk about and reflect on learning continues to grow throughout the school years.

By recognizing this one can begin to design learning activities in the early school years that build on and strengthen their understanding of what it means to learn and remember.

The broader the range of strategies that children know, and can apply, the more precisely they can shape their approaches to the demands of particular circumstances.

Three key findings have emerged from studies.

1. Discoveries are often made not in response to impasses or failures but rather in the context of successful performances

2. Short lived transition strategies often precede more enduring approaches.

3. Generalizations of new approaches often occur very slowly even when children can provide compelling rationale for their usefulness.

Children are said to have one of two classes of beliefs.. entity theories and incremental theories. Children with entity theories believe that intelligence is a fixed property of individuals: children with incremental theories believe that intelligence is malleable.

Children are both problem solvers & problem generators: children attempt to solve problems presented to them and they also seek novel challenges. They refine and improve their problem solving strategies not only in the face of failure but also by building on prior success. They persist because success and understanding are motivation in their own right.

Structure is critical for learning and for moving toward understanding information. Development and learning are not two parallel processes.


Children come from culturally different backgrounds and that is important to keep in mind in a pluralistic society like India.

There are multiple intelligences & multiple learning styles. Multiple modalities of classroom transaction are therefore useful.

The Basis of the Core Ideas Some thoughts that form the basis of the reconceptualised syllabus frame work are as follows:

Reducing stress and enhancing success in examinations necessitate a shift away from content-based learning and testing to child-centered process and skills based learning and testing. Syllabus must therefore reflect content, skills as well as process.

Content: is both information and a context of learning – so content is an opportunity to learn and use skills.

Certain Skills are generic in nature (Generic skills) and cut across subjects and disciplines. They are fundamental, applicable in many contexts and direct the use of other more specific skills. Three such skills that form the core of the reconceptualisation are: Language skills, Metacognition and Reflection.

o Language skills: speech and listening, reading and writing are fundamental to learning and cut across school subjects and disciplines. Their foundational role in construction of knowledge right from elementary classes through senior secondary classes needs to be recognised.

o Metacognition: Learning to learn and learning strategies to learn are as important as mastering the content itself.

o Reflection: Reflecting on the learning process, seeking feedback form the back bone of the learning process.

Specific skills – narrower, specific to particular tasks, to subject or context, eg data recording, titration, dissection, form an essential part of science learning.

Building a wholesome and healthy scientific temper needs to be at the heart of the learning.

Content, process and the language of science teaching must be commensurate with the learner's age-range and cognitive reach. Science teaching should engage the learners in acquiring methods and processes that will nurture their curiosity and creativity, particularly in relation to the environment. Science teaching should be placed in the wider context of children’s environment to equip them with the requisite knowledge and skills to enter the world of work.

The ability to think logically, formulate and handle abstractions rather than 'knowledge' of mathematics (formal and mechanical procedures) is the main goal of teaching the mathematical component of science. The teaching of this component therefore should enhance children's ability to think and reason, to visualize and handle abstractions, to formulate and solve problems.

Interdisciplinary approaches: promoting key national concerns such as gender, justice, human rights, and sensitivity to marginalised groups and minorities.

Specific activities: ensuring participation of all children — able and disabled — are essential conditions for learning by all.

Statement on active learning Active learning implies that children are actively engaged in the construction of knowledge rather than remain as passive recipients of information. In active leaning students engage with the content , learn to organise it, actively explore connections, make associations with prior knowledge, apply, problem solve and think about what they have learnt and how. Discussions, presentations, room for questioning are


integral parts of the process. The teacher is a facilitator rather than the central figure in such learning processes. She/he is not the only learning resource. Children learn individually, from each other & in large groups Active learning focuses on processes. Children learn to learn while learning.

SUGGESTIONS FOR THE NEW SYLLABUS

What are the intentions - Learning outcomes in various domains?

The learning context: In daily living, problem solving and learning children use generic skills (refer above) to understand, choose the most appropriate strategy to meet task on hand and choose the appropriate specific skill to achieve the task. Therefore providing a learning context implies

1. Meaningful choice of content,

2. Cheerful presentation – to kindle interest,

3. Providing scaffolding for understanding content,

4. Scaffolding for organising content (mind mapping, support for reading),

5. Scaffolding for skill building – both generic and specific.

6. A meaningful task that will reflect the content and skills.

7. An evaluative process that reflects understanding and skill, in an application task.

Therefore a syllabus definition should not only define content but also reflect the above process. It

is therefore proposed that the outcomes be defined in three different forms – content competency outcomes, Functional competency outcomes and Application competency outcomes.

Content competency outcomes: define the essential level of knowledge and understanding of the content that is expected. For example “Student should be able to recall three properties of ….”


Functional competency outcomes: defines the out comes in terms of the specific skills that the student needs to learn and show evidence of having learnt. For example “Student should be able to make observations, take measurements, tabulate and record them and finally create a graph of ….”.

Application competency outcomes: defines outcomes in terms of simple age appropriate functional tasks that a student should be able to undertake. For example “Student should be able to plan a survey, take permission from appropriate authority, talk to the right people and gather data on ….”.

Advantages of the above Definition

1. It promotes active learning --- a focus on process

2. It brings meaning to the here & now by its definition of application outcomes

3. The definition of functional & application outcomes allow for multiple learning skills and multiple intelligences.

What considerations do we want to keep in mind?

A Choice to be exercised:

A quick sweep of all topics in classes 6 to 8 OR

A few topics well done

This proposal suggests that students sweep through all topics in classes 6 to 8 particularly in the physical sciences and build on it in classes 9 and 10.

Advantages of the quick sweep:

o Possible to build interconnections.

o Strong foundation of essentials.

o Comfortable level of details for all students.

o Allows time for building critical thinking skills.

o Space for addressing multiple intelligences and multiple learning strategies.

o An opportunity to use the corner of the eye and pick up several things.

Disadvantages of the quick sweep:

o Not building adequate depth.

o Can kand up in information over load and the consequent meaninglessness if not adequately egulatd.

o Can become rushed for time if not regulated.

Suggested measures to overcome disadvantages:

o Articulate syllabus clearly in terms of width andscope.

o Intentional and thorough build up of interconnections to facilitate good knowledge construction.

Building interconnections would help construct knowledge better. A conscious choice is being made to do this instead of building depth without interconnections. This syllabus plans for about


28 working weeks allowing sufficient time buffer. The buffer time could be used in several ways such as

o Revision exercises whenever necessary

o Extend individual learning for differently enabled learners.

A total of 28 units have been planned at the rate of one unit a week. A unit of the text book should not contain more than about 2 to 2.5 pages of written matter for class 6. This would increase as the students grow older. This would give adequate time for introduction/motivation, study of the text, consolidation; activity/evaluation to take place. (This means that the entire text book should not have more than 60 to 70 pages of reading matter. Content therefore needs to be organized especially well. If colourful pictures or illustrations are added in every page, activities added, the size of the book should not grow beyond about 100 to 110 pages.)

Science learning to be

o Through active engagement

o Experiential in nature as far as possible.

o Must be hands on as far as possible. Where elaborate lab facilities are available they can be used, if not a simple science kit in a box could be considered.

o Must relate to the world around – the child’s world. o Move from the concrete to the abstract in stages. Eg fluid flow before current

o Build close interrelationships between the sciences and the social sciences as well.

o Learning skills of learning while learning

o Reflection on the process of learning

o Focus on actively working on data rather than rote learning of facts

o Contextually relevant, graded, interesting, meaningful content

o Building a participation in the contemporary debates of our times

o Fostering an ethic of care & an appreciation of the different life forms & their interdependence

o Building an appreciation for the scientific process

o Thorough understanding of the building blocks of biology

o To give children a taste of good understanding — a few things done well

o Above all, Joyful Leaning

Features of the Suggested Syllabus

The syllabus is organized into basic themes. The themes are reflected in all the levels from 6---10.

Content is sequenced in a way that has a logical continuity.

To allow for developing individual interest as well as to widen horizons a section on “technology” has been included. To build awareness of the current state of issues in the world a section on “debates of our times” has been included. The level of detailing is particularly important in Biology so as to not loose the wood for the trees.


Excessive detailing is the surest way to the loose the child’s interest.

The themes have been chosen for :

Useful application to the daily life of the child & for Contemporary relevance

Building a sound basis in the building blocks of the life sciences

Fostering an ethic of care with the environment

The Layout of the suggested syllabus: Physical Sciences

Table 1: Sweep of the content spread across classes 6 to 10.

Table 2 : Details of content for class 6

Table 3 : Mater list of specific skills for classes 6 to 10.

Table 4 : Specific skills matrix for class 6.

Table 5: Sample Outcomes table for a few sample chapters in class 6

Table 6: Detailed worked out teaching learning matrix for ONE sample topic in class 6

Table 7: Sample questions list for kindling and developing generic skills.

The Layout of the suggested syllabus: Biological Sciences This follows the document on the physical sciences. Basic Themes

• Sweep of the content spread across classes 6 to 10

• Syllabus –Class 6 with time

• Outcomes table for Class 6

• Suggested Methodologies for 1 chapter in class 6.

The teacher’s role is to raise the right questions so that the student learns, over time, to raise the questions for himself / herself What am I sure about?

What are the three main central ideas of what I have learnt?

What is blocking my next step?

What do I need to solve the problem on hand – do I need more info, do I need a different approach, do I need better skills?

What are some questions that I have?

What is the next step?

What are the things I have to bear in mind when I do it the next time?


Level 6—10 Biology Concept Note Specially relevant to Biology The syllabus is organized into basic themes. The themes are reflected in all the levels from 6---10.

The level of detailing is particularly important in Biology so as to not loose the wood for the trees.

Excessive detailing is the surest way to the loose the child’s interest.

The themes have been chosen for:

Useful application to the daily life of the child & for Contemporary relevance Building a sound basis in the building blocks of the life sciences Fostering a n ethic of care with the environment

The movement in the themes is as far as possible from the whole to the part Basic themes

Theme Comment

The Human Body Focus is on the design of the human body---linking structure & function so the child ahs an appreciation of the beauty of the human form

Maintaining Health A completely practical unit relevant for daily life

Our Environment Divided into two modules for each year. Deals with basic ecology and a component on sustainable use of resources.

Classification & Biodiversity A largely pictorial overview of the classification system & of life on earth. Specific examples have been chosen from each broad category to give a taste to the student

The World of Plants & Soil Deals with the world of plants—their physiology & form. Hs been dovetailed to suit the other ecology units as well

Biology at Work---Applications & Contemporary Issues

A debate & discussion unit on the contemporary issues of our times. Also gives a few examples of biological applications.


Mater list of specific skills for classes VI to X

Observation

Drawing and Labelling

Raising questions

Compare/contrast Finding patterns and relationships

Classify

Infer

Predict

Devising & planning investigations

Define

Hypothesize

Measure/calculate

Collect/Organise data

Making a time line of events

Interpret data

Communicate Orally

In writing

Answer a question

Make a presentation

Designing & Making a model

Make or interpret a graph

Generalise

Reason/conclude

Notes: 1. For each level the appropriate skill may be selected from the list. 2. Each of the skills can be modified and applied as appropriate to age group.


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CLASS VI to X

Sl. No. STANDARD VI STANDARD VII STANDARD VIII STANDARD IX STANDARD X

1. Applied Biology

1: Plants in Daily Life 1.1 Commonly used

medicinal plants 1.2 Commonly used

medicinal plants 1.3 Fibre yielding

plants 1.4 Ornamental

plants 1.5 Timber yielding

plants 1.6 Spices 1.7 Economic uses of

plants

1: Animals in Daily Life 1.1 Economic uses of

animals 1.2 Fibres (wool and

silk) 1.3 Apiculture 1.4 Sericulture 1.5 Poultry 1.6 Animal products

(food, clothing etc.)

1.7 Economic uses of animals.

1: Crop Protection and Management 1.1 Agricultural practices 1.2 Basic practices of

crop protection 1.3 Preparation of soil

and sowing 1.4 Types of irrigation 1.5 Protection from

weeds 1.6 Harvesting. 1.7 Storage 1.8 Marketing 1.9 Rotation of crops 1.10 Biotechnology in

Agriculture 1.11 Biotechnology in

food processing

1: Improvement in Food Resources 1.1 Improvement in

crop yields 1.2 Nutrient

management 1.3 Uses of fertilizers

and manures 1.4 Protection from

pests and diseases 1.5 Hybridization in

Plants and animals 1.6 Animal husbandry 1.7 Poultry farming 1.8 Pisciculture 1.9 Apiculture 1.10 Aquaculture

1: Heredity and Evolution 1.1 Variations 1.2 Heredity 1.3 Evolution 1.4 Speciation 1.5 Human evolution 1.6 Evolution tree 1.7 Genetic

engineering 1.8 Bio technology and

cloning 1.9 Stem cell-Organ

culture 1.10 Microbial

production. 1.11 Biosensor – Bio

chips 1.12 Science today –

Gene therapy


29

2. Health and Hygiene

2: Types of Food and Components of Food

2.1 Food variety 2.2 Food materials

and sources 2.3 Plant and animal

products used as food

2.4 Nutrition 2.5 Types of nutrition 2.6 Food habits of

animals 2.7 Components of

food 2.7.1 Nutrients (carbohydrates, proteins, vitamins, fats and minerals) 2.7.2 Test for starch, proteins and fats 2.7.3 Need of various nutrients

2.8 Balanced diet 2.9 Deficiency and

disease 2.10 Preservation of

food 2.10.1 Methods of

2: Nutrition in Plants and Animals

2.1 Mode of nutrition in plants

2.2 Autotrophic and heterotrophic nutrition

2.2.1 Photosynthesis 2.2.2 Other modes of nutrition in plants

2.3 Nutrition in animals

2.4 Digestion in amoeba

2.5 Human digestive system

2.5.1 Types of teeth 2.6 Ruminants

2: Reaching the Age of Adolescence

2.1 Adolescence and puberty

2.2 Secondary sexual characters

2.3 Role of hormones in Reproduction

2.4 Reproductive phase of life in human

2.5 Sex determination 2.6 Ductless glands 2.7 Reproductive Health

2.7.1 Nutritional needs 2.7.2 Personal hygiene 2.7.3 Prevention & Protection against sexual and other abuse

2: Emotional Intelligence & Addictions

2.1 Understanding emotional intelligence

2.2 Addictions & how they happen (personal, social, media )

2.3 Kinds of addictions—alcohol, smoking, substance abuse)

2.4 Prevention & treatment of addictions

2.5 Emotional intelligence.

2: Immune System

2.1 Health and its significance

2.2 Diseases and causes 2.3 Diseases caused by

microbes and prevention

2.4 Modes of transmission

2.5 Immunization 2.6 Treatment and

prevention 2.7 Biotechnology in

Medicine


30

preservation (heating, freezing, drying and adding preservatives). 2.10.2 Fast food – its ill effects 2.11 Science to day – Irradiated food

3. My Body 3: Growth & Change

3.1 Determinants of growth

3.2 Growth monitoring- Recording height & weight Appropriate height & weight for age

3.3 Body mass index Calculation for malnutrition Importance of monitoring

3.4 Changes in rate of growth, body structure & function over the life span.

3: Body – Form & Function

3.1 Brief overview of human body—structure & functions of all the Human organ systems

3.2 The body & health as understood in the Indian system of health care

3: Body Movements

3.1 Human body and its movements

3.2 Joints and types of joints

3.3 Skeleton 3.4 Movements of

animals (Earthworm, cockroach, birds, fish and snakes)

3: Structure & Function of the Human Body – Organ System

3.1 Skin 3.2 Musculoskeletal 3.3 Digestive 3.4 Excretory 3.5 Cardiac 3.6 Respiratory

(Microscopic structure of the tissues involved for each system)

3: Structure & Function of the Human Body – Organ System

3.1 Nervous system 3.2 Endocrine system 3.3 Cell division 3.4 Heredity

(Microscopic structure of the tissues involved for each system)


31

4. World of Plants and Soil

4: Soil

4.1 Determinants of growth Growth monitoring- Recording height &

4.2 Profile 4.3 Types 4.4 Properties 4.5 Moisture 4.6 Absorption of

water by soil 4.7 Soil and crops 4.8 Soil preservation

4: Plants – Morphology

4.1 Characteristics of living

4.2 Habitat – various habitats of plants

4.3 Herbs, shrubs and trees (creepers, climbers)

4.4 Parts of plant 4.4.1 Roots, stem,

leaves and flowers 4.5 Modifications of

roots, stems, leaves.

4.6 Kinds of stem 4.7 Movement of plants

4.7 Observation of plants & trees---recording data Drawing

4.8 Observation of plants & trees in the environment Classification

4: A Pictorial Feature on the Plant Kingdom

4.1 Fungi 4.2 Flowering & Non

Flowering 4.3 Algae 4.4 Mosses 4.5 Gymnosperms 4.6 Angiosperms 4.7 Monocots 4.8 Dicots 4.9 Structure of root

4.10 Structure of stem 4.11 Structure of leaves. 4.12 The sensitive world of

plants---case studies.

4: Structure and Physiological Functions of Plants

4.1 Plant cells 4.2 Plant tissues 4.3 Plant Functions 4.4 Photosynthesis 4.5 Plant Nutrition ---

Osmosis, diffusion, transpiration, transportation

4.6 Autotrophic & saprophytic nutrition.

4.7 Movements in plants.

4: Reproduction in Plants

4.1 Modes of reproduction - vegetative, asexual and sexual reproduction in plants

4.2 Pollination 4.3 Fertilization 4.4 Fruits and seeds

formation 4.5 Seed dispersal

5. World of Animals

5: Bio Diversity

5.1 Different types of organisms

5.2 Virus, Bacteria

5: Basis of Classification

5.1 Need for classification

5.2 The 5 kingdom classification

5: Micro Organisms

5.1 Virus, bacteria, algae, fungi and protozoa.

5.2 Uses of microorganisms in

5: Animal Kingdom

5.1 Invertebrates 5.2 Vertebrates --focus

on special features in addition to basic

5: A Representative Study of Mammals

5.1 Morphology 5.2 Habitats 5.3 Adaptations 5.4 Basic Physiological


32

and fungi 5.3 Unicellular and

multi cellular plants

5.4 Unicellular and multi cellular animals

5.5 Evolution 5.5.1 Charles Darwin & the theory of evolution— specific case studies to illustrate principles 5.5.2 Tree of evolution— pictorial representation 5.5.3 Importance of variation

5.3 Binomial Nomenclature

medicine, agriculture, industry and daily living

5.3 Harmful microorganisms

5.4 Microbes in food preservation.

5.5 Relationship between man & microbes – Balances, imbalances and uses.

functions. 5.3 Various Modes of

reproduction in animals.

5.4 Reproduction in human

5.5 Fertilization 5.6 Development of

embryo 5.7 Viviparous 5.8 Oviparous 5.9 Young ones to adult

Functions. 5.5 Circulatory system

in man. 5.6 Excretory system in

man. 5.7 Relationship of

structure to functions

5.8 Animal Behaviour 5.8.1 Behaviour (social, reproductive, parental care) 5.8.2 Some case studies from researchers

6. Life Process 6: Structural Organisation – Cell

6.1 History of cell studies

6.2 Cell theory 6.3 Types of cell 6.4 The cell 6.5 Plant and animal

cell comparison 6.6 The cell structure

and functions

6: Respiration in Plants and Animals

6.1 Need for respiration

6.2 Breathing – human 6.3 Breathing in other

animals 6.4 Respiration in

plants

6: Diversity in Living Organism

6.1 Cell as a fundamental unit of life – type of human cells related to functions.

6.2 Structure & function of all organelles in brief.

6.3 Organisation --- cells – tissues – organs – organ system.

6: Cells and Tissues

6.1 Prokaryotic and

eukaryotic cells 6.2 Multi cellular

organisms 6.3 Cell as a basic unit

of life. 6.3.1 Cell membrane and Cell wall 6.3.2 Cytoplasm 6.3.3 Cell organelles

6: Life Processes

6.1 Definition 6.2 Types of nutrition

and human digestive system

6.3 Respiration 6.4 Transportation in

plants and animals 6.5 Excretion in plants

and animals 6.6 Nervous system


33

6.4 Homeostasis. 6.5 Cellular respiration. 6.6 Metabolism. 6.7 Design of the body ---

the beauty of structure & function – some examples.

6.4 Nucleus, 6.4.1 Chromosomes- DNA structure

6.5 Cell division and types

6.6 Diffusion /exchange of substances between cells and their environment

6.7 Tissues 6.7.1 Types of plant and animal tissues 6.7.2 Structure of plant and animal tissues 6.7.3 Function of plant and animal tissues

6.8 Tissues, organs and organ systems

6.7 Coordination in plants

6.8 Movement due to growth

6.9 Hormones in animals

7. Environmental Science - Ecology

7. My Environment

7.1 Birds 7.2 Animals 7.3 Insects 7.4 Water bodies 7.5 Adaptations of

plants and animal

7: Ecosystem

7.1 Forest and types 7.2 Ecosystem (Biotic

and abiotic factors) 7.3 Energy flow 7.4 Food chain 7.5 Food web 7.6 Biomes

7.6.1 The different biomes--- vegetation & climatic zones 7.6.2 Different flora

7: Conservation of Plants and Animals

7.1 Conservation of forest and wild life

7.2 Deforestation and aforestation

7.3 Flora and fauna 7.4 Endangered species 7.5 Red data book 7.6 Migration 7.7 Wildlife sanctuary 7.8 National park 7.9 Threats to

biodiversity

7: Bio-Geochemical Cycle

7.1 Life –non-life interactions (biotic & abiotic factors)

7.2 Water cycle 7.3 Nitrogen cycle 7.4 Carbon cycle 7.5 Oxygen cycle

7: Conservation of Environment

7.1 Bio degradable and non bio degradable wastes

7.2 Water management 7.3 Wild life

sanctuaries 7.4 Balance in

Ecosystem 7.5 Coal and petroleum 7.6 Green chemistry 7.7 Science today –

Towards a global


34

& fauna in the biomes

7.10 Traditional knowledge & people’s initiatives in biodiversity conservation

7.11 People wildlife conflicts & positive initiatives

village

8. Environmental Science – Resource use and Manage ment

8: Environment

8.1 Garbage 8.2 Disposal of

garbage 8.3 Vermi

compositing 8.4 Recycling of

paper and plastics 8.5 Pollution

8.5.1 Types of pollution – Air, water, land and noise pollution 8.5.2 Causes of pollution 8.5.3 Prevention of pollution

8.6 Air 8.6.1 Composition of air

8. Water –A Precious Resource

8.1 Availability of water

8.2 Sources of water 8.3 Forms of water 8.4 Ground water 8.5 Depletion 8.6 Distribution 8.7 Scarcity 8.8 Water

management—rain water harvesting

8.9 Science today – drinking ice berg – sweet water on earth – desalination of sea water

8: Pollution of Air, Water and Soil

8.1 Air pollution 8.1.1 Sources of air pollution

8.2 Water pollution 8.2.1 Sources of water pollution

8.3 Water purification 8.4 Land pollution 8.5 Sources of land

pollution 8.6 Science today – Bio

pole – easily decomposable plastics

8: Pollution and Ozone Depletion

8.1 Causes 8.2 Consequences 8.3 Prevention 8.4 Global warming

8.4.1 Green house effect

8.5 Ozone layer depletion

8.6 Science today – Oil spills in the seas.

8: Waste Water Management

8.1 Journey of water 8.2 Sewage 8.3 Treatment 8.4 Domestic practices 8.5 Sanitation and

diseases 8.6 Alternate

arrangement for sewage disposal

8.7 Sanitation in public places

8.8 Energy Management

8.7.1 Energy audit (home, school) 8.7.2 Renewable sources (solar, hydrogen, wind) 8.7.3 Non–renewable sources—(coal, petroleum, natural gas) 8.7.4 Bio-fuels— generation & use


35

8.7.5 Energy Conservation & How we can help.

9. Matter 9: Separation of Substances

9.1 Separation 9.1.1 Definition

9.2 Methods of separation (hand picking, crushing, winnowing, sieving, magnetic separators, sedimentation, decantation, filtration, evaporation, condensation and crystallization)

9.2.1 Need of Separation by more than one method

9: Nature of Matter

9.1 Particle nature of matter

9.2 Characteristics of particles of matter

9.3 States of matter 9.3.1 Effect of temperature on solids, liquids and gases

9.4 Types of pure substances. (elements, compounds)

9.5 Mixtures and types 9.6 Solutions (Solute,

solvent) Type of solutions.

9.7 Separating the components of mixture

10. Atomic Structure

10. Atomic Structure 10.1 Smallest possible

particle in nature 10.2 Dalton’s atomic

theory 10.3 J.J. Thomson’s model

10: Atoms and Molecules 10.1 Atoms, molecules

and atomic theory (Bohr’s model)

10.2 Symbols and Chemical formulae


36

and Rutherford. 10.4 Electron, proton and

neutron. 10.5 Atomic number 10.6 Mass number

10.3 Atomic mass, molecular mass and Mole concept

10.4 Laws of chemical combination (Law of conservation of mass, Law of constant proportion.

10.5 Science today – Nano technology

10.6 Stfucture of Atom 10.6.1 Isotopes, isobars (Definition) 10.6.2 Uses of isotopes 10.6.3 Structure of atom 10.6.4 Distribution of electrons in different shells of atom – including sub- shells 10.6.5 Valency 10.6.6 Types of ions and Radicals.

11. Exploring Chemical Changes and Formulation

11: Changes Around us 11.1 Classification of

changes 11.1.1 Slow and fast 11.1.2 Reversible and irreversible 11.1.3 Desirable and

11: Physical and Chemical Changes 11.1 Physical changes

(crystallisation, melting, vaporisation, freezing and sublimation)

11: Chemical Reactions 11.1 Elements and

compounds 11.2 Valency as combining

ability 11.3 Learning to write

chemical symbols and chemical formulae by

11: Chemical Reactions, Equations and Bonding 11.1 Chemical reactions 11.2 Types of chemical

reactions 11.3 Factors influencing

chemical reaction


37

undesirable 11.1.4 Periodic and non periodic 11.1.5 Exothermic and endothermic

11.2 Chemical changes (rusting of iron, burning and curdling, chemical reaction of Baking Soda with lemon juice)

11.3 Acids, Bases and Salts

11.3.1 Acids, Bases and salts (used in our daily life) 11.3.2 Neutralisation (in everyday life) 11.3.3 Natural indicators (No Equations)

crisscrossing valencies

11.4 Introduction to write chemical reactions

11.5 Simple chemical reactions

11.6 Balancing chemical equations

11.4 Molecule formation 11.5 Chemical equations 11.6 Chemical bonding

11.6.1 Types of chemical bond 11.6.2 Properties of ionic and covalent bond

12. Exploring Chemical Families

12: Classification of Elements 12.1 History of periodic

Table. 12.2 Classification of

elements 12.3 Mendeleef’s table 12.4 Metals and Non-

Metals 12.4.11 Physical properties 12.4.2 Chemical properties 12.4.3 Uses 12.4.4 Alloys

12: Periodic Classification of Elements 12.1 Modern periodic

law 12.2 Modern periodic

table 12.3 Characteristics of

modern periodic table

12.4 Metals and Non-Metals

12.4.1 Physical and chemical properties 12.4.2 Reactions of


38

12.4.5 Uses of Alloys 12.4.6 Science today – polymetallic molecules – metals from deep seas.

metals and non-metals 12.4.3 Occurrence of metals 12.4.4 Mettalurgy of Al, Cu and Fe 12.4.5 Corrosion and prevention of corrosion 12.4.6 Alloys and their uses 12.4.7 Nano metals and application 12.5 Carbon and ITS

Compounds 12.5.1 Bonding in carbon and its compounds 12.5.2 Physical nature of carbon and its compounds 12.5.3 Chemical properties of carbon compounds Homologous series, functional groups, nomenclature of carbon compounds 12.5.4 Ethanol and Ethanoic acid


39

12.6 Acids, Bases and Salts

12.6.1 Properties of acids and bases 12.6.2 Types of acids and bases 12.6.3 pH value 12.6.4 Uses of acids and bases 12.6.5 Salts 12.6.6 Types of salts 12.6.7 Uses of salts

13. Exploring the World

13: Applied Chemistry 13.1 Synthetic fibers

13.1.1 Types and uses 13.2 Plastics

13.2.1 Types and uses 13.2.2 Plastics and environment 13.3 Glass and uses 13.4 Cement and uses 13.5 Soaps, detergents

- Preparation and uses.

13: Combustion and Flame 13.1 Combustion and its

type 13.2 Fire control 13.3 Flame and its

structure 13.4 Efficiency of fuels 13.5 Fuels and

environment

13: Coal and Petroleum 13.1 Coal 13.2 Occurrence 13.3 Petroleum 13.4 Occurrence and

Refining 13.5 Natural gas

13.5.1 Natural Resources - limitation 13.6 Science today –

Alternate fuel – hydrogen

13.6.1 Cold fusion 13.6.2 Methane from sewage waste

Project and Practical Project and Practical


40

14. Matter and Measurement

14: Matter around us and Measurement 14.1 Matter

14.1.1 Definition of matter 14.2 Objects around

us 14.3 Properties of

materials (appearance, hardness, solubility, float or sink, transparency and translucent, heat and electrical conductivity, magnetism)

14.4 States of matter (solids, liquids, gases and properties)

14.5 Classification of matter

14.6 Uses of materials 14.7 Standard unit of

measurement (Length, time and mass )

14.8 SI unit 14.9 Multiples and sub

Multiples of units.

14: Measurement 14.1 Idea of derived

quantities Area, Volume of solid and Density

14.2 Concept of indirect measurement or estimation- Example (Time- Simple pendulum)

14.3 Measuring astronomical distances


41

15. Forces and Movement

15: Motion 15.1 Moving things

around us 15.2 Types of Motion

15.2.1 Linear and Circular 15.2.2 Uniform and Non uniform 15.3 Science today -

Robot

15: Motion 15.1 Speed 15.2 Measuring speed 15.3 Units of speed 15.4 Distance- time

graph 15.5 Science today –

adventures in sports – like a bird flies Velocity Acceleration Force Effects of force

15: Force and Pressure

15.1 Definition 15.1.1 State of motion

15.2 Action of force & its effects

15.3 Contact forces 15.4 Non contact forces 15.5 Electrostatic force. 15.6 Volume and Density

of liquid. 15.7 Pressure 15.8 Pressure exerted by

liquids and gases 15.9 Pascal’s law

15.10 Atmospheric pressure.

15.11 Friction 15.11.1 Force of friction 15.11.2 Factors affecting friction 15.11.3 Friction - necessary evil 15.11.4 Increasing and reducing friction 15.11.5 Wheels and friction 15.11.6 Fluid friction.

15: Motion

15.1 Uniform and non uniform motion

15.2 Measuring the rate of motion

15.3 Rate of change of velocity

15.4 Graphical representation of motion

15.5 Equation of motion by graphical methods

15.6 Uniform circular motion

15.7 Liquids 15.7.1 up thrust & buoyancy 15.7.2 Archimedes’s principle 15.7.3 Relative density 15.7.4 Explanation for bodies wholly or partially immersed in a liquid

15: Force and Laws and Motion

15.1 Balanced and imbalanced forces

15.2 First law of motion

15.3 Inertia and mass 15.4 Second law of

motion 15.5 Momentum 15.6 Third law of

motion 15.7 Conservation of

momentum 15.8 Gravitation

15.8.1 Newton’s law of gravitation 15.8.2 Mass 15.8.3 Weight 1.5.8.4 Acceleration due to gravity 15.8.5 Mass of Earth


42

16. Exploring Energy

16: Electricity

16.1 Electric cell 16.2 An electric

circuit 16.3 Electric switch 16.4 Conductors and

insulators 16.5 Different Types

of Energy 16.5.1 Sources of energy 16.5.2 Heat, electricity, chemical, mechanical and solar energy

16: Electricity

16.1 Symbols of electric components

16.2 Heating effect of electric current

16.3 Magnetic effect of electric current

16.4 Electro magnet 16.4.1 Electric bell

16.5 Heat 16.5.1 Sources of heat (sun, combustion (or) burning, friction, mechanical stress, chemical (exo/ endo), electrical). 16.5.2 Hot and cold objects 16.5.3 Heat and temperature 16.5.4 Measuring temperature 16.5.5 Transfer of heat – conduction, convection and radiation

16: Electricity

16.1 Three kinds of circuit- Simple, series and parallel.

16.2 Conduction of electricity in liquids

16.3 Chemical effects of electric current

16.4 Electroplating 16.5 Electric charges at

rest 16.5.1 Charging by rubbing 16.5.2 Types of charges and their interaction 16.5.3 Transfer of charges 16.5.4 Story of lightening and thunder 16.5.5 Lightening – safety

16: Work, Energy and Power

16.1 Work 16.2 Energy

16.2.1 Potential energy 16.2.2 Kinetic energy

16.3 Law of conservation of energy

16.4 Rate of doing work 16.5 Unit of power 16.6 Heat

16.6.1 Effects of Heat - change of temperature, size, initiate or speed up chemical reaction. 16.6.2 Change of State happens at a particular temperature – melting and boiling point. 16.6.3 Heat and Temperature 16.6.4 Kelvin’s scale of Temperature 16.6.5 Gas laws 16.6.6 Gas equation 16.6.7 Thermometer– clinical and laboratory

16: Electricity

16.1 Electric current and circuit

16.2 Electric potential and potential difference

16.3 Circuit diagram 16.4 Ohm’s law 16.5 Resistance of a

conductor 16.6 System of

resistors 16.7 Heating effect of

electric current 16.8 Joules law of

heating 16.9 Role of fuse.

16.10 Domestic electric circuits.

16.11 Electric power 16.12 Chemical effect of

electric current 16.13 Electrolysis -

electro chemical cells

16.14 Primary and Secondary cells

16.15 Sources of Energy 16.15.1 Conventional sources of energy 16.15.2 Non- conventional source of energy


43

16.15.3 Nuclear energy 16.15.4 Radioactivity 16.15.5 Nuclear fission and nuclear fusion 16.15.6 Nuclear reactivity advantages 16.15.7 Hazards of nuclear energy 16.15.8 Chandrayan 16.15.9 Cryogenic techniques 16.15.10 Science today – Energy from seas.

17. Exploring Phenomena

17: Magnetism

17.1 Discovery of magnets

17.2 Magnetic and non magnetic materials

17.3 Magnetic poles 17.4 Making magnets 17.5 Science today –

Flying trains 17.6 Light

17.6.1 Sources of light 17.6.2 Shadows 17.6.3 Path of light. 17.6.4 Pinhole

17: Light

17.1 Light travels along a straight line

17.2 Reflection 17.3 Plane Mirror

(Right or left) 17.4 Images of

spherical mirrors and lens

17.5 Sunlight – seven colors – dispersion & synthesis of colors – Newton’s Disc.

17: Light

17.1 Laws of reflection 17.2 Regular and

different reflection 17.3 Multiple reflections 17.4 Multiple images 17.5 Total internal

reflection 17.6 Dispersion – using

prism. 17.7 Refraction at plane

surfaces (Snell’s law not included).

17.8 Human eye 17.9 Care of the eyes

17.10 Braille system

17: Sound

17.1 Production of sound

17.2 Propagation of sound

17.3 Longitudinal waves and Transverse waves

17.4 Reflection of sound

17.4.1 Echo 17.4.2 Reverberation

17.5 Range of hearing 17.6 Application of

ultra sound (Sonar, Doppler effect)

17: Magnetic Effect of Electric Current

17.1 Magnetic field and magnetic lines of force

17.2 Magnetic field due to current carrying conductor

17.2.1 Magnetic field due to current carrying Straight conductor 17.2.2 Magnetic field due to current


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camera 17.6.5 Plane mirrors and reflection

17.11 Science today – Fiber optics – sending message by light

17.12 Sound 17.12.1 Vibrating body 17.12.2 Sound produced by human 17.12.3 Sound needs a medium for propagation 17.12.4 Structure of human ear 17.12.5 Amplitude, Time period and frequency of vibration 17.12.6 Loudness and pitch 17.12.7 Audible and Inaudible sounds. 17.12.8 Noise 17.12.9 Noise pollution

carrying Circular loop

17.3 Force on a current carrying conductor in a magnetic field

17.3.1 Fleming left hand rule

17.4 Electric motor 17.5 Electromagnetic

induction 17.5.1 Faraday’s experiments

17.6 Electric generator 17.7 Light

17.7.1 Reflection of light 17.7.2 Spherical mirror 1.7.2.1 Image formation by spherical mirrors 17.7.3 Refraction – Laws of refraction. 17.7.4 Refractive index 17.7.5 Refraction by spherical lenses 17.7.6 Image formation by lenses 17.7.7 Lens formula and magnification


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17.7.8 Power of lens 17.7.9 Refraction of light through a prism 17.7.10 Dispersion- By a glass prism 17.7.11 Atmospheric refraction 17.7.12 Human eye 17.7.13 Defects and rectification 17.7.14 Science today – Hubble space telescope 17.7.14.1 Manned space station

18. Technology “Naan Paarthen” “Naan Purindukonden” “Unakku – Theriyuma?” Practical and Projects Practical and Projects


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Outcomes & Evaluation Class VI

Topic Questions Content Outcomes Functional Outcomes Application Outcomes Evaluation

Growth & Changes

What determines how tall I grow? Is it important to monitor growth & why? How do I measure growth? –ht, wt What are the causes of inappropriate growth for age & how can they be remedied? How do I grow & change over my lifetime?

Importance of Growth Determinants of growth Measurement of growth Growth Monitoring— Appropriate weight & height for age Causes for inappropriate growth & how to remedy the situation Changes in body Structure & Function over the life span

Learning to measure height & weight Calculate malnutrition from height & weight Learn how to record height & weight Plot graphs based on height & weight Understand how body proportions change over a lifespan

Record height & weight of a few friends and see if they are appropriate for age

Why is it important to monitor growth Record height & weight f two of your friends Interpret the graph given

Maintaining Health

How do we plan for a balanced diet? What happens if the diet is not balanced? Are there foods that do not contribute to good health? If so, why? Are there ways in which I can combine foods I eat to give me taste, nutrition at minimum cost?

A Balanced Diet Food Groups Nutrients A Balanced Diet Deficiency Diseases Foods to avoid Some good recipes

Putting together the food groups, nutrient requirements and known foods to make a balanced meal for a day

Planning menus for breakfast , lunch & dinner based on principles leant Costing the menus Planning a campaign against “junk” food

Writing out a menu Matching deficiency diseases with lack of nutrients. Checking a menu to see if it is balanced. Picking out the unhealthy elements in it.

Our Environment How well informed am I about the environment in which I live?

My Environment— Weather (Rainfall, maximum & minimum temperatures)

Making a physical features, weather map of my locality Drawing & naming trees,

In your region correlate biodiversity, agriculture

Draw any three birds in your locality What crops are grown in


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From where do I get my basic necessities?—(food, water, fuel, energy source) Where do my wastes go?

Crops Grown---cereals, pulses, fruits & vegetables Trees observed Birds observed Insects-- observed Water Bodies & sources of water How does water reach me? Where does my sewage go? Where does my garbage go? What are the scarcities in my environment? Is there air pollution in my environment? What are the sources? What is the soil type? What was the environment 10 years ago?

insects, birds in it Understanding interactions in the ecosystem Drawing crops grown & making a seasons tabulation of crops , fruits, vegetables Mapping inflows of amenities—water, energy Mapping outflows-sewage, wastes Listing areas of maximum air pollution Correlating with data on prevalence of respiratory diseases in my locality Sourcing information Talking to people

with weather Link natural resource flows with man’s activities.

your locality/ district & why? A scrap book of the information collected on your region.

Our Environment How do climate & weather create the different landscapes? What are the major landscapes and what are the life forms they sustain?

Biomes Adaptations in plants & Animals to the environment Climatic adaptation Habitat Predator The biome of the region can be taken as an example + 2 others

Drawing link maps of climate with vegetation & anima forms & their interactions Drawing & coloring the biomes

Given a new biome be able to describe its physical features, animals, plants & interactions Be able to describe the adaptations of its animals & plants

Given a biome map comment on climate, animals, adaptations

World of Plants & Soil

What is soil? What are the life forms in soil? How does soil support life?

Soil Soil—Teeming with life Soil—profile Soil—types Properties of soil Moisture in soil Absorption of water by soil Soil & crops

Identify the different soil types in the campus & neighborhood Understand about the properties of the soil through observation & experiments (porosity, absorption of water etc)

Given a soil profile it using parameters mention properties & predict the kinds of crops that can grow on

Given a soil, profile it using parameters mention properties & predict the kinds of crops that can grow on Match soil types with crops


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Link soil properties to kinds of crops grown Comment on appropriateness of crops grown based on criteria Draw life forms seen in the soil If the school campus is small, pot different plants in the different sol types and observe what grows best in what type Tabulate & draw inferences

Classification & Biodiversity

What is theory of evolution? What phenomenon does it link? How did Darwin come on this theory? How was it verified? Does everybody agree upon this theory?

Evolution Charles Darwin & the theory of evolution in brief with examples to illustrate the basic principles

How do correlations lead to a hypothesis? Give examples from daily life. How are theories verified? From the verifications given, list what might be the hypothesis Differences between opinions & facts. Listing elements of a scientific process

In the given descriptions find out if the steps in the scientific process have been followed.

Give a brief description of the theory of evolution What are the arguments for & against the theories? What is your stand? Is the scientific process useful –Why/

Biology at work—Applications, Contemporary Issues

What are food additives? I what foods are they found? How are they helpful? How are they harmful?

Food Additives Understanding the kinds of and their harmful effects Coloring, preservative, flavoring agents, anti oxidants— What are bio—identical flavors? Nutritional fortification

Finding food additives in common foods used & listing them. Tabulating them with their functions In combinations of foods, understanding permissible limits

Making posters to educate the rest of school on additives

Listing food additives from food cover packets & tabulating them Given a menu, find out how healthy it is in terms of additives.


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How much is permissible Why are they added? Role of advertising in food additives

Table 5: Suggested Methodologies for 1 topic The teaching methodologies should follow the functional & application outcomes listed

Topic Content Outcomes Functional Outcomes Application Outcomes Suggested Methodologies

Growth & Changes

Importance of Growth Determinants of growth Measurement of growth Growth Monitoring— Appropriate weight & height for age Causes for inappropriate growth & how to remedy the situation Changes in body Structure & Function over the life span

Learning to measure height & weight Calculate malnutrition from height & weight Learn how to record height & weight Plot graphs based on height & weight Understand how body proportions change over a lifespan

Record height & weight of a few friends and see if they are appropriate for age

1. Evocation---speaking about how I have grown in the last year-physically & otherwise

2. A brief introduction to the chapter Sharing learning outcomes.

3. Reading about the Importance & determinants of growth.

4. Learning to measure growth with the weighing machine & inch tape-by measuring the weight & height of a few classmates.

5. Recording height & weight measured.

6. Learning the calculation for malnutrition Applying the calculation on the data gathered Identifying people


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whose growth is inappropriate for age

7. Plotting data on a bar graph 8. Seeing pictures of changes in

body shape over a lifespan 9. Writing the parts that grow at

different times Steps 4,5,6,7 can be in small groups

10. Large group discussion consolidating the learning Presentation by individuals/ small groups on learning

11. Evaluation

Detailed (worked out) teaching learning matrix for ONE sample topic in class VI

Topic Questions Content Outcomes Functional Outcomes Application Outcomes Sample method

Growth & Changes

Why is it important to monitor growth? How do I measure growth? –ht, wt What are the causes of stunted growth & how can they be remedied How do I grow & change over my lifetime?

Importance of Growth Measurement of growth Growth Monitoring— Causes for stunted growth & how to remedy the situation Changes in body Structure & Function over the life span

Learning to measure height & weight Calculate malnutrition Learn how to record height & weight Plot graphs Understand how body proportions change

Record height & weight of a few friends and see if they are above & below average

Refer section on Biology


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Sample Outcomes table for a few chapters in class VI

Themes Questions Content Content Outcomes Functional outcomes Application outcomes

Matter • Why do we need to

separate different components of mixture?

• What are the different methods of separation?

• Can all substances be separated by simple method? Can we separate mixtures whose properties we do nkot know?

Separation of substances

• Methods of separation

• Hand picking

• Crushing

• Winnowing

• Sieving

• magnetic separation’

• sedimentation

• filtration

• condensation

• evaporation

• crystallization

• Be able to separate substances of different mixtures, at least three out of several examples given in the text book.

• Able to choose the correct method of separation

CHANGES Around Us

• Have you noticed any changes around you?

• Do things keep changing?

• What are the different kinds of changes?

• Can I categories changes in any way, what will be the basis or criteria for

• Different kinds of changes

• Describe the difference between physical and chemical changes

• Identify different types of changes

Identifying and differentiating the changes

• Be alert to changes in the surroundings such as water supply, traffic, weather etc.

• Be able to observe and describe the changes in functional term. Organize the


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categorization? information and present.

Applied chemistry • What kinds of things do we see around us?

• Do all the things are made by the same materials?

• Do some of our clothes come from plant/animal sources?

• What kinds of clothes help us to keep warm/cold

• Types of usage of the following

• Synthetic fibers • Plastics • Glass • Cement • soap

• to understand the usages of plastics. Glass. Cement soap.

• Observing and understanding the types of materials

• Able to recognize the synthetic & natural things used in day today life/


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Outcome Tables for Class VI

Themes Questions Content Content Outcomes

Functional Outcomes

Application Outcomes

Suggested Activities

Matter & Measurement

• What is the world and what is it made of? Defn. of matter,

• Be able to make a List of objects present in the immediate surroundings.

• Can we group objects in the external world in some way?

• Evolve criteria and be able to categorise things.

• Be able to understand how the materials used for different purposes based on their properties

• Experiment to show that objects allow current, light to flow and other do not

• On what basis can objects be grouped?

Objects around us, Properties of materials (appearance,

hardness, solubility, float or sink, transparency and

translucent, heat and electrical conductivity, magnetism)

• Differentiate materials based on specific properties such as electrical conductivity or heat conduction etc


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Functional Outcomes



Why do we group things?

• Do all materials allow electricity and heat to flow through them?

• Can we see

through all objects?

• Can we bend or

break all objects easily?

• Name the three states of matter

• One basis of classifying things - solids, liquids, gasses.

States of matter and its properties, classification of

matter, uses of materials • Must know the

properties of the three states of matter.


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Functional Outcomes



• List the uses of

materials based on their properties.

• Differentiate different states of matter based on their properties

• Why do we need

to measure things?

Standard unit of measurement (Length, time and mass), SI

Unit, multiples and submultiples of units

• Be able to measure the length of a given object.

• Be able to measure the dimensions of a given objects using the appropriate units. Measure the dimensions of a large object such as a room etc. using the appropriate units.

Measuring Length of objects in the room

and immediate surroundings as well as Distances between

places


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Functional Outcomes



• Measurement of three quantities - length, mass and time.

• Must know the SI unit for Length, Mass & Time as well as the submultiples and multiples

• Be able to make measurements.

• Why do we need

standard units for measurement?

Why do we need many units for. measuring the same thing? Why should they be multiples or submultiples of basic units?


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Themes Questions Content Content Outcomes Functional Outcomes



FORCES AND MOVEMENT MOTION

• What is movement?

Moving things around us, Types of motion, Linear & Circular, Uniform & Non

Uniform

• Be able to Identify different kinds of motion and give examples

• Observing the Path and time taken by a body while it is in motion

• Be aware of movements taking place in the neighbourhood. Map the path taken by people while going from one place to another. Compare the time taken using different routes to the same destination.

• Identification and discrimination of various types of motion


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• How do we know

that something is moving?

Plan a small visit to a neighbouring place including journey time, rest and recreation time etc.

● field observation.

are there different kinds of movements?

• Be able to differentiate between Uniform & Non Uniform Motion

• Demonstrating objects having more than one type of movement.

EXPLORING ENERGY DIFFERENT TYPES OF

ENERGY

• What is Energy? Source of energy, Heat, Electricity, Chemical,

Mechanical, Solar Energy


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• Are various energy

forms inter convertible?

• Plan and interview three different people to find out where the energy for the neighbourhood comes if the energy is being used well,

• Is nature the source of all energy?

• Be able to name and identify different forms of energy and their sources

• Lists the source of energy and discuss in small groups how certain sources of energy are due to the sun?

• Is there one source of energy that is behind all other forms of energy?

• Be able to identify energy transformation

• make recommendations to reduce wastage of energy


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ELECTRICY

• What is electric circuit?

• Be able to identify the switches and conducting wires in a building.

• How does a bulb glow?

• must be able to keep safe in an electrical environment and inform a responsible adult in case of an emergency

• Experiment to show that some materials allow current to flow while others do not

• What is the use of

a cell in the electric circuit?

• Know the role of switches and cells in a circuit.

• should be able to connect wires and make a bulb glow.

Electric Cell, An electric circuit, Electric switch,

Conductor and Insulators

• Must know the requirements for current to flow in a circuit.

• must know the safety rules for using electricity.


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• What is the use of

switch in the electric circuit?

• Do all materials allow current to flow through them?

EXPLORING PHENOMENA MAGNETISM

●Be able to identify magnetic and Non

Magnetic substances

• What is a Magnet?

●Be able to identify magnetic substances

that are used in objects around the school or home.

• Do all materials get

attracted by magnets?

Discovery of magnets, Magnetic and Non Magnetic materials, Magnetic poles,

making magnets


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• Must know the properties of magnets.

• Be able to understand the uses of magnetic substances in day to day life

• Demonstrating how things are attracted by a magnet?

• Must know the parts of a magnet.

• Which part of a

magnet do these things stick to?

• Classification of objects into magnetic and non magnetic materials

• How do we make a magnet?

• How do two magnets behave?

• Activity to locate poles of a magnet (using bar magnet, iron fillings etc.,)


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when brought close to each other?

LIGHT

• Can we see things without light?

• Be able to list the various sources of Light

• Making a pinhole

camera and observe the images

• How do we see things?

• Be able to understand the path taken by a light

• Shadow game(playing and forming shadows with the hands

• How are shadow formed?

Darkness and light, Sources of light,. Shadows, Path of Light, Pinhole Camera, Plane Mirrors

and reflection


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• Do you get a shadow at night?

• Is there a way of seeing ourselves? On what kinds of surfaces

• can we see ourselves?

• can we throw sunlight on a wall?

Documents

Dtert - Draft Common Syllabus 2009 – Science