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
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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
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
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
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
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
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
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
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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
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
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
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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Sl. No. Topic Content Outcomes Functional Outcomes Experiential/
Value Outcomes Evaluation Suggested Methodologies
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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Sl. No. Topic Content Outcomes Functional Outcomes Experiential/
Value Outcomes Evaluation Suggested Methodologies
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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Sl. No. Topic Content Outcomes Functional Outcomes Experiential/
Value Outcomes Evaluation Suggested Methodologies
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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Sl. No. Topic Content Outcomes Functional Outcomes Experiential/
Value Outcomes Evaluation Suggested Methodologies
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
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
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.
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
• 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.
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
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
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
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 ….”
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
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
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
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.
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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?
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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.
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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
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.
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
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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
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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-
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
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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
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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
13.6.1 Cold fusion 13.6.2 Methane from sewage waste
Project and Practical Project and Practical
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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
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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
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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
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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
17.12 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
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
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
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
• 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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Outcome Tables for Class VI
Themes Questions Content Content Outcomes
Functional Outcomes
Application Outcomes
Suggested Activities
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.
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
55
Outcome Tables for Class VI
Themes Questions Content Content Outcomes
Functional Outcomes
Application Outcomes
Suggested Activities
• 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
DTERT - DRAFT COMMON SYLLABUS 2009 – SCIENCE
56
Outcome Tables for Class VI
Themes Questions Content Content Outcomes
Functional Outcomes
Application Outcomes
Suggested Activities
• 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?
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